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Higher Vocabulary ~ Higher Intelligence ~ Higher Income = Reading Matters

By Learning-Activist on June 30, 2012 in Children of the Code, Comments on other sites, Learning

In a recent DISCOVER Magazine post the author of its Gene Expression blog, Razib Khan, wrote a piece called “Higher Vocabulary ~Higher Income”. Exploring the correlation between intelligence and income, he used the statistical correlation between intelligence and vocabulary to show the correlation between vocabulary and income.

It must be added that the differences in vocabulary here are not differences learned in oral conversation. After grade 4 vocabulary growth is largely driven through literacy not speech. Because most of the difference in adult vocabulary is a result of reading, using vocabulary as a proxy for intelligence is an indirect way of pointing to the role of reading in intelligence. Advance the following video (“Reading Matters”) to 1:14 for a sequence on reading, vocabulary, and intelligence. After that it’s easier to understand what Dr. Louisa Moats means in the second video (“Academic Danger”).

intelligence, IQ, language, other words for learning, vocabulary

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Is Inequality A Matter of Choice? | Learning Stewards - December 17, 2013
[…] I am not saying we aren’t responsible for our choices. I am saying that it’s no where near that simple. Our choices are enabled and constrained by our learning. Yes, our learning is also enabled and constrained by our choices, but it’s also enabled and constrained by forces and factors over and about which we have no choice. Babies have no choice about how much their parents talk to them yet the volume and quality of the language they are bathed in (before they’re even 3 years old) has a profoundly powerful affect on how well they will do in school, which in turn, affects their path in life, their options in life, and their capacity for choice within those options. (see 6-30-2012 post: “Higher Vocabulary ~ Higher Intelligence ~ Higher Income) […]

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It starts with recognizing the fundamental, profound, and capital value of ‘stewarding the health of our children’s learning.’

“I agree. I think everything points in that direction. I think you want to get to a basic set of principles and this is clearly it.” – Dr. James J. Heckman Recipient of the 2000 Nobel Prize in Economic Sciences.

Is there an educational mission that trumps, that is more important than “stewarding the health of our children’s learning”?

“No when put that way”. Dr. Grover (Russ) Whitehurst 2002-2008 Director of the Institute of Education Sciences and Assistant Secretary of Education with the U.S. Department of Education.

Ultimately what’s going to shift the behavior of the country over the long-term is understanding how fundamental this [healthy learning] is to everybody through the economic channel. …We must come up with a way of describing, measuring, and supporting the health of children’s learning. It is the unhealthy learning environments that are the problem.

Yes, that’s the message. That’s the message you’ve got to get across. Arthur Rolnick Senior V.P. and Director of Research at the Federal Reserve Bank of Minneapolis, and Associate Economist with the Federal Open Market Committee.

It’s not that somebody ‘knows’ the current science, because the current science might be wrong. But it’s that somebody knows how to learn about new science, and adapt. It’s also how they learn to adapt to workplaces… how to learn to do something that they had never even thought about doing when they were in school. That’s the key element. Dr. Eric Hanushek Paul and Jean Hanna Senior Fellow at the Hoover Institution of Stanford University.

So then the fundamental intention of our education system must be to use knowledge, skills and experience not just as the end, but as the means through which we’re exercising how well someone is able to participate and become self-extending in learning what they need to learn when they need to learn it.

Precisely.

The Institute for the Study and Prevention of ACQUIRED Learning Disabilities.

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“A Mind-Blowing Way to View Learning. While many of us have observed this effect on an intuitive level, it took writer, researcher, and learning activist David Boulton to express the problem of incomplete learning in terms of its devastating effect on kids.” – Patricia Kokinos at ChangeTheSchools.com

“You made a wonderful contribution. The topics have stimulated classroom discussions. We are extremely pleased with the impact made in our community. ALL the comments heard from the registration people, people in our classes this week, table discussion leaders etc. have been positive. You are great. The BIG picture was outstandingly FINE!” – Linda Koehler, Professor of Special Education, University of Central Missouri

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