Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility

Herbers, Janette E.; Cutuli, J. J.; Supkoff, Laura M.; Heistad, David; Chan, C. K.; Hinz, Elizabeth; Masten, Ann S.

doi:10.3102/0013189x12445320

Cited by 156 publications

(109 citation statements)

References 25 publications

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“…We have known for quite some time that poor reading puts children at higher risk for academic failure (Herbers et al, 2012; Smart et al, 2001). However, we are only just starting to understand how poor reading affects children’s emotional health.…”

Section: Introductionmentioning

confidence: 99%

Low self-concept in poor readers: prevalence, heterogeneity, and risk

McArthur

Castles

Kohnen

et al. 2016

PeerJ

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There is evidence that poor readers are at increased risk for various types of low self-concept—particularly academic self-concept. However, this evidence ignores the heterogeneous nature of poor readers, and hence the likelihood that not all poor readers have low self-concept. The aim of this study was to better understand which types of poor readers have low self-concept. We tested 77 children with poor reading for their age for four types of self-concept, four types of reading, three types of spoken language, and two types of attention. We found that poor readers with poor attention had low academic self-concept, while poor readers with poor spoken language had low general self-concept in addition to low academic self-concept. In contrast, poor readers with typical spoken language and attention did not have low self-concept of any type. We also discovered that academic self-concept was reliably associated with reading and receptive spoken vocabulary, and that general self-concept was reliably associated with spoken vocabulary. These outcomes suggest that poor readers with multiple impairments in reading, language, and attention are at higher risk for low academic and general self-concept, and hence need to be assessed for self-concept in clinical practice. Our results also highlight the need for further investigation into the heterogeneous nature of self-concept in poor readers.

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Section: Introductionmentioning

confidence: 99%

Low self-concept in poor readers: prevalence, heterogeneity, and risk

McArthur

Castles

Kohnen

et al. 2016

PeerJ

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“…In addition, given recent reports of impaired reading ability in schizophrenia, the present study includes measures of reading ability. Passage reading is a skill that comes into play in a wide set of circumstances and is critical for academic success(Herbers et al, 2012). Passage reading, in contrast to reading single words, requires the manipulation of visual symbols into smaller speech sounds and depends on the detection of rapidly changing auditory stimuli.…”

Section: Introductionmentioning

confidence: 99%

Contributions of early cortical processing and reading ability to functional status in individuals at clinical high risk for psychosis

Carrión

Cornblatt²,

McLaughlin

et al. 2015

Schizophrenia Research

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Background There is a growing recognition that individuals at clinical high risk need intervention for functional impairments, along with emerging psychosis, as the majority of clinical high risk (CHR) individuals show persistent deficits in social and role functioning regardless of transition to psychosis. Recent studies have demonstrated reduced reading ability as a potential cause of functional disability in schizophrenia, related to underlying deficits in generation of mismatch negativity (MMN). The present study extends these findings to subjects at CHR. Methods The sample consisted of 34 CHR individuals and 33 healthy comparisons subjects (CNTLs) from the Recognition and Prevention (RAP) Program at the Zucker Hillside Hospital in New York. At baseline, reading measures were collected, along with MMN to pitch, duration, and intensity deviants, and measures of neurocognition, and social and role (academic/work) functioning. Results CHR subjects showed impairments in reading ability, neurocognition, and MMN generation, relative to CNTLs. Lower-amplitude MMN responses were correlated with worse reading ability, slower processing speed, and poorer social and role functioning. However, when entered into a simultaneous regression, only reduced responses to deviance in sound duration and volume predicted poor social and role functioning, respectively. Conclusions Deficits in reading ability exist even prior to illness onset in schizophrenia and may represent a decline in performance from prior abilities. As in schizophrenia, deficits are related to impaired MMN generation, suggesting specific contributions of sensory-level impairment to neurocognitive processes related to social and role function.

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“…In the UK, at least 75,000 16-to 24-year-olds experienced homelessness in 2006-2007(Quilgars et al 2008. Using administrative data collected routinely by the Minneapolis Public Schools (MPS) involving over 26,000 students, Ann Masten and colleagues (Masten 2012;Herbers et al 2012) found that between 2005 and 2010, 14 % of third-through eighth-grade students were identified as homeless, and 57 % of students received free school meals. The chances of these young people finding decent housing or making it on the property ladder are minimal, as are their chances to participate in higher education or finding stable employment.…”

Section: Independent Livingmentioning

confidence: 99%

Diverse Pathways: Rethinking the Transition to Adulthood

Schoon

2014

National Symposium on Family Issues

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Social change has affected all young people-but not all in the same way. While the transition to adulthood has generally been extended, not all young people are delaying the step into paid employment, independent living, and family formation, especially those from less privileged family background. Existing templates for the transition to adulthood are, however, dominated by the assumption of a standard trajectory generally involving pathways through post-compulsory education, without taking into account the resources available to young people nor the complexities and variations of the demands they have to negotiate in making the transition to independent adulthood. Current transition research examining variability in transitions focuses on a dichotomy of experience, as for example, the polarization into slow versus fast transitions (Jones in The youth divide: Diverging paths to adulthood.

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Early Reading Skills and Academic Achievement Trajectories of Students Facing Poverty, Homelessness, and High Residential Mobility

Cited by 156 publications

References 25 publications

Low self-concept in poor readers: prevalence, heterogeneity, and risk

Low self-concept in poor readers: prevalence, heterogeneity, and risk

Contributions of early cortical processing and reading ability to functional status in individuals at clinical high risk for psychosis

Diverse Pathways: Rethinking the Transition to Adulthood

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