Right to read: what we can learn from neurosciences to augment childhood and literacy policies1

Abstract

Early adverse experiences are associated with a diverse range of health and learning issues, and scientific evidence suggests that they might have a long-term impact on the developing brain. Poor socioeconomic conditions also appear to reinforce stress-inducing experiences related to adversity and are connected to a disadvantageous literacy environment. There are indications that these factors play a role in early cognitive gaps in essential literacy skills that might place children in a cumulative disadvantage path in literacy and consequent academic trajectory. This literature review analyzes the effects of early adverse experiences, such as poverty, violence, abuse, neglect, and hunger, on the development of key brain areas and cognitive skills related to reading to propose policies that, following neuroscientific knowledge, can contribute to minimizing the impacts caused by such stressors on the academic trajectory of vulnerable students. Historically in Brazil, the impacts of stressors are vaguely considered in the formulation of education public policies. Understanding how such negative experiences influence neurodevelopment and seeking actions to combat them can be the key to providing healthy cognitive development and guaranteeing children’s right to reading.

Neurobiological Evidence for the Benefit of Interactive Parent–Child Storytelling: Supporting Early Reading Exposure Policies

“…In all areas of academic achievement milestones, children below the poverty line, who faced more adverse childhood events (ACEs), scored lower at entry level and maintained fewer abilities through school age and beyond (Williams & Lerner, 2019). These life factors negatively influence skills required for future reading acquisition, as well as attention, emotions, and behaviors (Castro et al, 2023).…”