Socioeconomic Status and Reading Outcomes: Neurobiological and Behavioral Correlates

Autor/inn/en	Romeo, Rachel R.; Uchida, Lili; Christodoulou, Joanna A.
Titel	Socioeconomic Status and Reading Outcomes: Neurobiological and Behavioral Correlates
Quelle	In: New Directions for Child and Adolescent Development, (2022) 183-184, S.57-70 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Romeo, Rachel R.) ORCID (Christodoulou, Joanna A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cad.20475
Schlagwörter	Socioeconomic Status; Reading Achievement; Outcomes of Education; Neurosciences; Reading Difficulties; Economically Disadvantaged; Low Income Students; Access to Education; Brain; Oral Language; Written Language; Stress Variables; Reading Instruction + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Leseleistung; Lernleistung; Schulerfolg; Neuroscience; Neurowissenschaften; Neurowissenschaft; Reading difficulty; Leseschwierigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Gehirn; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Leseunterricht
Abstract	In this chapter, we examine reading outcomes and socioeconomic status (SES) using a developmental cognitive and educational neuroscience perspective. Our focus is on reading achievement and intervention outcomes for students from lower SES backgrounds who struggle with reading. Socioeconomic disadvantage is a specific type of vulnerability students experience, which is often narrowly defined based on parental income, education level, and/or occupational prestige. However, implications of socioeconomic status extend broadly to a suite of areas relevant for reading outcomes including a student's access to resources, experiences, language exposure, academic outcomes, and psychological correlates. Underlying this constellation of factors are brain systems supporting the processing of oral and written language as well as stress-related factors. We review the implications of SES and reading achievement, and their intersectionality, for the science and practice of reading instruction. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01