Meaningful differences in the everyday experiences of young American children "The less affluent the family, the less that was said to the child. The less affluent the family, the less complex was the language directed at the child. The less affluent the family, the more discouraging were the messages the child received (i.e., lower-class children heard a higher proportion of prohibitions relative to more socioeconomically advantaged children). Very importantly, there was a clear relationship between the quantity and quality of input and the child's vocabulary development. At 3 years of age, the upper-class children had much more extensive vocabularies than the middle- and lower-class children. For example, the upper-class child with the smallest vocabulary knew more words than the lower-class child with the best-developed vocabulary. Who was reading better 6 years later, at age 9? The children who experienced the most language in the first 3 years of life were, with the parent's language interactive style the very strongest predictor of later reading achievement (i.e., accounting for 59% of the variance). This case study was conducted in 1995 by Hart and Risley, and extracted from Pressley and Allington

 Pressley and Allington (2015) and Pretorius et al (2016) agree that children who emerge from poor communities generally have smaller vocabularies than those who emerge from more affluent communities. Justify this statement by carefully reflecting on the case study.