تقرير
Building a Framework to Understand and Address Vulnerability to Reading Difficulties among Children in Schools in the United States
| العنوان: | Building a Framework to Understand and Address Vulnerability to Reading Difficulties among Children in Schools in the United States |
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| اللغة: | English |
| المؤلفون: | Terry, Nicole Patton, Gerido, Lynette Hammond, Norris, Cynthia U., Johnson, Lakeisha, Little, Callie |
| المصدر: | Grantee Submission. 2022. |
| Peer Reviewed: | Y |
| Page Count: | 42 |
| تاريخ النشر: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305H180062 R305B200020 |
| نوع الوثيقة: | Reports - Research |
| Descriptors: | Individual Differences, Reading Research, Equal Education, Reading Achievement, Children, At Risk Students, Reading Difficulties |
| DOI: | 10.1002/cad.20473 |
| مستخلص: | This paper presents a vulnerability framework as a means to contextualize inequities in reading achievement among children who are vulnerable to poor reading outcomes. Models to understand vulnerability have been applied in the social sciences and public health to identify population disparities and design interventions to improve outcomes. Vulnerability is multifaceted and governed by context. Using a vulnerability framework for the science of reading provides an innovative approach for acknowledging multilevel factors contributing to disparities. The ecological considerations of both individual differences in learners and conditions within and outside of schools ensures that scientific advances are realized for learners who are more vulnerable to experiencing reading difficulty in school. [This paper was published in Jul 2022 (EJ1352586).] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| رقم الأكسشن: | ED628493 |
| قاعدة البيانات: | ERIC |
| DOI: | 10.1002/cad.20473 |
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