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Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning among Diverse Youth

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Title: Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning among Diverse Youth
Language: English
Authors: Gotlieb, Rebecca J. M. (ORCID 0000-0003-2103-7809), Immordino-Yang, Mary Helen (ORCID 0000-0002-2875-4977), Gonzalez, Emily (ORCID 0000-0003-3920-314X), Rhinehart, Laura (ORCID 0000-0002-4192-132X), Mahjouri, Saara, Pueschel, Ellyn (ORCID 0000-0001-6972-8364), Nadaya, Gina (ORCID 0000-0001-9568-3542)
Source: Literacy Research: Theory, Method, and Practice. Nov 2022 71(1):80-132.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 53
Publication Date: 2022
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Youth, Student Diversity, Minority Group Students, Social Emotional Learning, Reading Ability, Literacy, Learner Engagement, Citizen Participation, Brain, Phonics, Individual Development, Teacher Education, Special Education, Electronic Books
DOI: 10.1177/23813377221120107
ISSN: 2381-3369
2381-3377
Abstract: Current conversations in literacy research call for the need to consider children's social-emotional development and academic learning in an integrated way that honors and supports the whole child in their cultural context. Here we review available literatures on the cognitive, linguistic, affective, social and cultural dimensions of typical and atypical reading acquisition and what is known of their neural correlates. From this review, and in consultation with neuro- and psychological scientists and expert educators working in a range of contexts, we derive a series of interdisciplinary Learnings. These describe what is known about how diverse children grow into readers and how literacy development can be optimally supported in school, home and community contexts across the first decades of life. The Learnings together provide a critical cross-disciplinary synthesis of how literacy and social-emotional development are coordinated, individually variable, dynamic and sensitive to contextual influences. They reveal how evidence-based, culturally inclusive, socially attentive and developmentally appropriate instruction is an essential piece of helping every child organize their brain and mind for literacy. Such comprehensive instruction is necessary to address inequities in general and special education, and to help children become fully literate--a designation that goes beyond simply decoding and comprehending text. Impacts of digital technology, and other timely issues and open questions, are also discussed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1358399
Database: ERIC
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  Data: Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning among Diverse Youth
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  Data: <searchLink fieldCode="AR" term="%22Gotlieb%2C+Rebecca+J%2E+M%2E%22">Gotlieb, Rebecca J. M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2103-7809">0000-0003-2103-7809</externalLink>)<br /><searchLink fieldCode="AR" term="%22Immordino-Yang%2C+Mary+Helen%22">Immordino-Yang, Mary Helen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2875-4977">0000-0002-2875-4977</externalLink>)<br /><searchLink fieldCode="AR" term="%22Gonzalez%2C+Emily%22">Gonzalez, Emily</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3920-314X">0000-0003-3920-314X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rhinehart%2C+Laura%22">Rhinehart, Laura</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4192-132X">0000-0002-4192-132X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mahjouri%2C+Saara%22">Mahjouri, Saara</searchLink><br /><searchLink fieldCode="AR" term="%22Pueschel%2C+Ellyn%22">Pueschel, Ellyn</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6972-8364">0000-0001-6972-8364</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nadaya%2C+Gina%22">Nadaya, Gina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9568-3542">0000-0001-9568-3542</externalLink>)
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  Data: 53
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  Data: 10.1177/23813377221120107
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  Data: Current conversations in literacy research call for the need to consider children's social-emotional development and academic learning in an integrated way that honors and supports the whole child in their cultural context. Here we review available literatures on the cognitive, linguistic, affective, social and cultural dimensions of typical and atypical reading acquisition and what is known of their neural correlates. From this review, and in consultation with neuro- and psychological scientists and expert educators working in a range of contexts, we derive a series of interdisciplinary Learnings. These describe what is known about how diverse children grow into readers and how literacy development can be optimally supported in school, home and community contexts across the first decades of life. The Learnings together provide a critical cross-disciplinary synthesis of how literacy and social-emotional development are coordinated, individually variable, dynamic and sensitive to contextual influences. They reveal how evidence-based, culturally inclusive, socially attentive and developmentally appropriate instruction is an essential piece of helping every child organize their brain and mind for literacy. Such comprehensive instruction is necessary to address inequities in general and special education, and to help children become fully literate--a designation that goes beyond simply decoding and comprehending text. Impacts of digital technology, and other timely issues and open questions, are also discussed.
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      – SubjectFull: Student Diversity
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