The Negative Effects of Poverty on Reading Acquisition Learning to read is an essential part of a child’s education because once they learn to read, they can then start reading to learn. Many factors can hinder the process of learning to read, such as auditory problems, dyslexia, poverty, and many more. This paper will explore the effects of poverty on reading acquisition. Poverty creates an environment with few resources, which leads to diminished neural connections, which in turn creates problems in children's educations. Poverty has many negative effects on children who are learning to read.
The Developmental Stages of Reading Typically, a child will go through eight different developmental stages of reading. They are as follows: Stage 1: Emergent Reader, Stage 2: Beginning Reader, Stage 3: Fledgling/Progressing Reader, Stage 4: Transitional Reader, Stage 5: Independent/Fluent Reader, Stage 6: Evolving Reader, and Stages 7 & 8: Maturing/Advanced Reader (Keller ISD, n.d.). Each stage has characteristics that are individual unto itself, and each have a corresponding, appropriate grade level.
Stage 1 The first stage of reading development, ‘Emergent Reader,’ is characterized by students knowing at least half of the alphabet, having very
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The network in the brain that is used for reading consists of the occipital lobe, temporal lobe, and the frontal lobe (Terkeltaub, Weisberg, Flowers, Basu, & Eden, 2005). The occipital lobe perceives and recognizes words that are in print, because the optic nerve leads from the back of the eye to the lobe. The occipital lobe is also called the “visual word-form area,” because it is where a visual representation of the word is stored (Terkeltaub, et al., 2005). Once a child has recognized and knows what the word is, that information is sent to the middle temporal gyrus, which associates words with their meanings (Terkeltaub, et al.,
The DeFord Theoretical Orientation to Reading Profile, developed in 1985 by Diane DeFord, is a way to measure the philosophy and belief systems associated with instructional practices in the beginning of reading. The three systems include phonics, skills, and whole language (Vacca et al 2006). The bottom-up beliefs systems, associated with Behaviorism, place emphasis on letters, letter-sound relationships, and the understanding that the student, in order to comprehend the selection, must recognize each word in a text. There is importance placed on decoding, and skills are taught in a systematic and sequential format.
They have begun to develop sound-symbol understanding to speak the written words (Reading map of development, 2013), this is demonstrated by their ability to point at the word they are reading. The child is beginning to understand the book and its meaning, however fluency is not yet developed and several semantic mistakes were made. They display a good understanding of a graphonic cue and can do this mostly without prompt from the parent. Visual/pictorial cue can be achieved with prompt from the parent, the child is beginning to gain an understanding of how the pictures can match the text and this with more prompting should become an automatic cue. Vocabulary is still limited however it is expanding through their continued reading (Reading map of development, 2013). They know and understand that books are read from left to right and top to bottom. They also know how to ask for assistance when they get stuck on difficult
Six principles for early reading instruction by Bonnie Grossen will be strongly enforced. It includes Phonemic awareness, each letter-Phonemic relationship explicitly, high regular letter-sound relationship systematically, showing exactly how to sound out words, connected decodable text to practice the letter phonemic relationships and using interesting stories to develop language comprehension. Double deficit hypothesis which focuses on phonological awareness and rapid naming speed.
Poverty, Racism, and Literacy. A significant correlation between race and poverty exists, with Black and Hispanic Americans three times more likely to be impoverished than White Americans (Proctor and Dalaker 2002). The cycle of poverty and low-literacy functioning is well documented, as is the achievement gap between White students and students of color. Race is a persistent factor in employment statistics, educational attainment, and the acquisition of literacy skills, with significantly higher unemployment rates and lower educational attainment rates among Black and Hispanic Americans than among White Americans.
Students in poverty tend to obtain low grades, have little academic achievement, and often misbehave. Many often drop out before graduating high school. Students ages sixteen through twenty-four are up to seven times more likely to drop out. A study published in Nature Neuroscience discovered “a link between physical brain development and poverty level. In a study of eleven hundred children, adolescence and adults from around the US, researchers found significant differences in the brains of children from the lowest income bracket in comparison to those in the highest. Families who lived on less than twenty-five thousand dollars a year had as much as 6% less surface area in their brain in areas like language and decision making than families who made more than one hundred and fifty dollars a year.” This may support why many students in poverty tend to do worse in school over middle class students. Employers usually lean toward more educated workers, leaving the poor at a serious disadvantage when it comes to work Children growing in poverty regularly have families of their own poverty. Some workplaces, manufacturing jobs have replaced their human labor with machinery and technology, which leaves many potential jobs out of the hands of people hungry for work. Having a weak education leaves them unskilled, resulting poor and low paying occupations. This creates a long lasting loop of poverty, a loop which is hard to escape. They
Four phases of reading development have been established (Ehri 1994, 1995, 1998, 1999) : pre-alphabetic, partial alphabetic, full alphabetic and consolidated alphabetic. These phases has led to the core understanding of children's reading development, apart from the pre-alphabetic phase phonological awareness skills are seen throughout the phases.
Hugh, W. C., Fey, E. M., & Zhang, J. B. (2002). A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments. Journal of Speech, Language & Hearing Research, 1142-1157.
Research shows there is a direct correlation between learning abilities and poverty. Children that live in poverty risk having lower learning abilities compared to a more privileged child. According to Carol Lynn Mithers, “Children from poor homes suffer an especially high level of reading problems.” (Mithers). Illiteracy can cause poverty because people that are illiterate earn less money. Mithers also says that “It’s not that poverty causes illiteracy, but illiteracy often make people poor: By some estimates, workers with little or no reading ability earn roughly a third as much as the most
Reading is an important element of a person’s life that is used in our lives on a daily basis for many things whether a person is reading an electric bill or reading a recipe book to help them prepare a meal for dinner. This is why it is necessary to help students learn how to read, as people will need it for many things. There are five building blocks for teaching children to read and they are phonemic awareness, phonics, comprehension, vocabulary, and fluency. It is important that the children you are teaching learn these building blocks because this is what helps them to become successful readers.
How does poverty affect education and how can Christians play a role in improving it for low-income students?
Poverty is the state of being very poor, unable to provide the daily needs for themselves along with the household. It is an extremely large problem in Canada, as well as various other countries, especially in third world countries. The paucity of poverty begins affecting children in their early years then increasingly worsens throughout their growth. The ability to use what has been taught in school has been a major effect that has caused numerous problems in trying to escape poverty. The main questions this paper will be addressing is: how does poverty affect the brain 's development, what does this means for the child, how does poverty affects the future life of children, and what we can be done to prevent effects from occurring, or how to start to eliminating poverty
Susan B. Neuman, a renowned faculty member at the Center for Improvement of Early Reading Achievement at the University of Michigan, states that the single biggest barrier to literacy development in the United States and beyond is access to books and educational material. “If we can solve the problem of access, we will be well on the road to realizing educational parity – a goal which has eluded the country for generations” (Book Trust, n.d.). Although this is a factor in the scheme of illiteracy, it is not necessarily the most important one. Research...
Duncan, Brooke-Gunn and Klebonov (1994) also cited in Heberle and Carter (2015) also expressed that, poverty negatively affect children’s cognitive and academic performance more so when children as age 3 or younger. English, (1998) cited in Duncan et al. , (2010) supported this idea by expressing that, the period of early childhood is a very important time of development because this is the time where most major biological structure
Living in poverty exposes children to disadvantages that influence many aspects in their life that are linked to their ability to do well in school. In the United States of America there are an estimated 16.4 million children under the age of 18 living in poverty (U.S. Census Bureau, 2010). “The longer a child lives in poverty, the lower the educational attainment” (Kerbo, 2012). Children who are raised in low-income households are at risk of failing out before graduating high school (Black & Engle, 2008). U.S. children living in poverty face obstacles that interfere with their educational achievement. Recognizing the problems of living in poverty can help people reduce the consequences that prevent children from reaching their educational potential.
How can what we know about the development of readers inform reading comprehension instruction? Reading instruction typically starts in kindergarten with the alphabetic principle, simple word blending, and sight word recognition. Texts read by early readers usually include very little to comprehend. As children develop reading ability, they are able read more complex texts requiring greater comprehension skills. Separate and explicit instruction in reading comprehension is crucial because the ability to comprehend develops in its own right, independent of word recognition. The ability to read words and sentences is clearly important, but as readers develop, these skills are less and less closely correlated with comprehension abilities. (Aarnoutse & van Leeuwe, 2000) While no one would argue that word blending and sight word reading skills be omitted from early reading instruction, vocabulary and listening comprehension may be at least as important in achieving the even...