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Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates
Author(s) -
Romeo Rachel R.,
Uchida Lili,
Christodoulou Joanna A.
Publication year - 2022
Publication title -
new directions for child and adolescent development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.628
H-Index - 59
eISSN - 1534-8687
pISSN - 1520-3247
DOI - 10.1002/cad.20475
Subject(s) - socioeconomic status , psychology , reading (process) , developmental psychology , dyslexia , disadvantaged , academic achievement , perspective (graphical) , cognition , intervention (counseling) , vulnerability (computing) , population , medicine , computer security , artificial intelligence , neuroscience , psychiatry , political science , computer science , law , environmental health
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.