Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates.
Socioeconomic status and reading outcomes: Neurobiological and behavioral correlates.
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社会经济地位和阅读结果：神经生物学和行为相关。
DOI：
10.1002/cad.20475
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发表时间：
2022-07
影响因子：
2.8
通讯作者：
中科院分区：
文献类型：
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作者：
在本章中，我们使用发展认知和教育神经科学的观点来检验阅读结果和社会经济地位（SES）。我们的重点是阅读成就和干预结果的学生从较低的SES背景谁与阅读的斗争。社会经济劣势是学生经历的一种特殊类型的脆弱性，通常根据父母收入、教育水平和/或职业声望进行狭义定义。然而，社会经济地位的影响广泛地延伸到一系列与阅读结果相关的领域，包括学生获得资源、经验、语言接触、学术成果和心理相关因素。这些因素的基础是支持口头和书面语言处理的大脑系统以及与压力相关的因素。我们回顾了社会经济地位和阅读成就的含义，以及它们的交叉性，为阅读教学的科学和实践。
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.