Socioeconomic Status and Reading Development: Moving from "Deficit" to "Adaptation" in Neurobiological Models of Experience-Dependent Learning

Autor/inn/en	Taylor, Ellie K.; Abdurokhmonova, Gavkhar; Romeo, Rachel R.
Titel	Socioeconomic Status and Reading Development: Moving from "Deficit" to "Adaptation" in Neurobiological Models of Experience-Dependent Learning
Quelle	In: Mind, Brain, and Education, 17 (2023) 4, S.324-333 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Ellie K.) ORCID (Abdurokhmonova, Gavkhar) ORCID (Romeo, Rachel R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12351
Schlagwörter	Socioeconomic Status; Predictor Variables; Reading Achievement; Language Skills; Neurology; Biology; Brain; Executive Function; Reading Skills; At Risk Students; Low Income Students + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Prädiktor; Leseleistung; Language skill; Sprachkompetenz; Neurologie; Biologie; Gehirn; Reading skill; Lesefertigkeit
Abstract	Childhood socioeconomic status (SES) is one of the strongest predictors of student reading outcomes, and these disparities have persisted for decades. Relatedly, two underlying skills that are required for successful reading--oral language and executive function (EF)--are also the two neurocognitive domains most affected by SES. In this review, we summarize current knowledge on how SES influences the neurobiology of language, EF, and their intersection, including the proximal factors that drive these relationships. We then consider the burgeoning evidence that SES systematically moderates certain brain-behavior relationships for language and EF, underscoring the importance of considering context in investigations of the neurobiological underpinnings of reading development. Finally, we discuss how disparities in reading may be conceptualized as neurobiological adaptations to adversity rather than deficit models. We conclude that by harnessing children's stress-adapted relative strengths to support reading development, we may address opportunity gaps both ethically and efficaciously. (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