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Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States
dc.contributor.authorTerry, Nicole Patton
dc.contributor.authorGerido, Lynette Hammond
dc.contributor.authorNorris, Cynthia U.
dc.contributor.authorJohnson, Lakeisha
dc.contributor.authorLittle, Callie
dc.date.accessioned2022-11-09T21:20:33Z
dc.date.available2023-08-09 16:20:31en
dc.date.available2022-11-09T21:20:33Z
dc.date.issued2022-07
dc.identifier.citationTerry, Nicole Patton; Gerido, Lynette Hammond; Norris, Cynthia U.; Johnson, Lakeisha; Little, Callie (2022). "Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States." New Directions for Child and Adolescent Development 2022(183-184): 9-26.
dc.identifier.issn1520-3247
dc.identifier.issn1534-8687
dc.identifier.urihttps://hdl.handle.net/2027.42/175133
dc.description.abstractThis 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.
dc.publisherWiley
dc.subject.othervulnerability
dc.subject.otherminority children
dc.subject.otherreading
dc.subject.otherrisk
dc.titleBuilding a framework to understand and address vulnerability to reading difficulties among children in schools in the United States
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelSocial Work
dc.subject.hlbsecondlevelPsychology
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/175133/1/cad20473.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/175133/2/cad20473_am.pdf
dc.identifier.doi10.1002/cad.20473
dc.identifier.sourceNew Directions for Child and Adolescent Development
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dc.working.doiNOen
dc.owningcollnameInterdisciplinary and Peer-Reviewed


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