ERIC Number: ED628493
Record Type: Non-Journal
Publication Date: 2022-Jul-7
Pages: 42
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Building a Framework to Understand and Address Vulnerability to Reading Difficulties among Children in Schools in the United States
Nicole Patton Terry; Lynette Hammond Gerido; Cynthia U. Norris; Lakeisha Johnson; Callie Little
Grantee Submission
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).]
Related Records: EJ1352586
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305H180062; R305B200020