Helping Students With a Low Socioeconomic Status

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Reading, writing, math, science, and other skills learned in school are instrumental for a child to have in order to be successful both in higher education and in life. Many factors contribute to a student’s acquisition of these skills such as their learning environment, preschool education, mental and emotional development, parental involvement, and dedication to learning. The issue that many young children are facing, however, is that all of these factors can be greatly influenced by the Socioeconomic Status (SES) of their family. Unfortunately, up until recently it was virtually unknown how teachers could help these “at risk” children, which caused an increase in the likelihood of children dropping out of school or repeating a grade. However, it is now becoming clear that there are ways that educators can help ensure children have successful academic careers and lead better lives. Support from parents has proven to be of extreme importance in the literacy success of a child. This often begins with the simple ritual of “bedtime stories” in the home. Studies show that children who are read to as infants perform better in literacy later in life. From a young age, children begin to understand the workings of the written word if they are exposed to it frequently. Babies who are nowhere near having the mental capacity to read and comprehend a book are still able to “follow along” when their parents or caregivers read to them. These children understand that each segment of writing represents a word and they are even able to recognize when a text is upside-down because they are accustomed to the appearance of writing. This puts the child significantly ahead when the time comes to learn to read. Unfortunately for many children who com... ... middle of paper ... ...nomic Backgrounds. Deakin, Australia: Deakin University. Howard, T., Dresser, S., & Dunklee, D. (2009). Poverty is not a Learning Disability. Poverty Is NOT a Learning Disability:Equalizing Opportunities for Low SES Students (p. 20). Thousand Oaks: Corwin. Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: social background differences in achievement as children begin school. Washington, D.C.: Economic Policy Institute. New, R. S., & Cochran, M. (2007). Socioeconomic Status. Early childhood education: an international encyclopedia (p. 749). Westport, Conn.: Praeger Publishers. Rose, M. (1989). Lives on the boundary: the struggles and achievements of America's underprepared. New York: Free Press. Stigler, J. W., & Hiebert, J. (1999). The teaching gap: best ideas from the world's teachers for improving education in the classroom. New York: Free Press.

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