ArticleMind, brain and education : the official journal of the International Mind, Brain, and Education Society2023
Socioeconomic Status and Reading Development: Moving from "Deficit" to "Adaptation" in Neurobiological Models of Experience-Dependent Learning.
Article in Mind, brain and education : the official journal of the International Mind, Brain, and Education Society, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Socioeconomic Status Disparities in Children's Cognition-Differences in Degree or Kind?Perspectives on psychological science : a journal of the Association for Psychological Science · 2026Pooled it
- Optimal brain development is context-dependent: How socioeconomic status moderates brain-behavior relationships in cognitive and academic development.Neuroscience and biobehavioral reviews · 2026Review
- Prenatal Adversity and Neonatal Brain Connectivity Relate to Emerging Executive Function at Age 2 Years.Journal of the American Academy of Child and Adolescent Psychiatry · 2026Article
- Beyond Global IQ: Identifying Subgroups of Intellectual Functioning in Dyslexia Through Latent Profile Analysis.Journal of Intelligence · 2025Article
- Mothers with low incomes view both individual and structural interventions as potentially helpful for supporting early child development.Scientific reports · 2024Article
- The promise and pitfalls of a strength-based approach to child poverty and neurocognitive development: Implications for policy.Developmental cognitive neuroscience · 2024Article
Corrections and comments
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Authors and funding
3 authors.
Funding
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 by suggesting that by harnessing children's stress-adapted relative strengths to support reading development, we may address opportunity gaps both ethically and efficaciously.
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Registered trials
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