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Presenting to you our Librarians
- Honey Grace Dionela
- Janicha Flores
- Faye Clarice Magsico

For inquiries and any suggestions please leave us your opinion.

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Psycho- social factors have become vital factors in literacy education. Existing research has indicated that these factors haves received special attention in the comprehension process. Moreover, in reading process and teaching curriculum understanding, the role of these factors could be beneficial for the students. This digital library discussed the importance of psycho- social factors in the process of reading. It illustrates the significant effect of psycho- social factors in the process of reading.

What causes poor reading skills? There are various factors that lead to reading failure, including impoverished exposure to language and early literacy activities, lack of adequate instruction, and/or more biologically based risk factors. Poor reading awareness, which can be tested long before children enter school, is one marker. Another concerning sign is if children are struggling with learning sound-symbol relationships when they begin to read. Finally, one of the best predictors we know of for future reading problems is if one or more relatives, particularly parents, struggled with reading themselves. In this digital library, we will be talking about some negative Psychosocial factors that can affect children's reading skills and comprehension.

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Describing the intersection and interaction of social, cultural, and environmental influences on the mind and behavior.

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Reading comprehension is the process of simultaneously constructing and extracting meaning through interaction and engagement with print. The success of a comprehension event depends on a good match of reader skills, text difficulty, and task definition. Reader skills of vocabulary and background knowledge are particularly important.

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Examples of Psycho- social factors affecting Reading Skills

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Examples of Psycho- social factors affecting Reading Skills

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Depressive symptoms, more school stress, worried more about going to school, had lower school grades and lower attachment to parents, Absence of literacy support, Poor self-concept, Poverty etc.

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Title :
3 Ways Poverty Impacts Children Learning to Read

Overview:
This blog article talks about the specific ways poverty impact children's learning to read. It also provides

Reading time:
3-5 mins

Insights about this resource :
What I like in this resource is it provide a concise and precise information that make the readers easily understand the impact of poverty to a child's ability to read.

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"Reading is a luxury," says Dr. Martha Burns, director of neuroscience education at Scientific Learning Corporation. This is a powerful quote when it comes to understanding the impacts of poverty on children learning to read. Research tells us that children who come from homes in poverty are often not ready to learn to read due to the impacts poverty has on how their brains develop.

Let's explore the reasons for this.

The Poverty Trifecta

According to Dr. Burns, there are three major factors that adversely impact learning and reading on children who come from homes of poverty.

Factor #1: Children from homes of poverty do not have as much exposure to language.

Frequently cited research by Hart & Risley (1995) found that there is a 32-million word gap in students who come from homes of poverty. They simply do not get as much language exposure as peers from homes of higher income levels. This affects development of oral language at early ages, so that by the time these children enter our classrooms there is already a significant difference in how they are able to understand, respond, and be ready to learn.

Factor #2: Poverty changes the way the brain matures.

We can agree that all children have the capacity to learn. Experience in the world drives this learning and affects the development of the brain. What does the world of a child in poverty look like? We don't always know the answer to that question because many factors can be at play. However, neuroscientists have studied the brains of children from different income levels, controlling for variables, and have identified significant differences in the brain maturation of children in poverty. Findings have shown:

Differences in the frontal lobe, affecting cognitive control and self-control (in the classroom, this translates to paying attention, listening, and learning on-demand)

Differences in the occipital lobe (important for spatial skills)

Differences in working memory, impacting the ability to: listen and think about what someone is saying, read a book and remember parts of what has been read, and organize thoughts to formulate written language

The brains of children in poverty mature differently based on experience. They bring these differences with them to the classroom.

Factor #3: Children who come from poverty experience high levels of stress.

Stress? We all experience stress - it's just part of life! At some point, we all experience and must learn to manage stress. However, stress that is chronic, out of your control, or experienced without support becomes toxic stress. Children in poverty often experience toxic stress, also affecting brain development. Neural pathways responding to stress such as fear and anxiety may overdevelop, while other pathways for things such as reasoning, planning, and learning develop more slowly based on the child's experiences.

Educators can influence change

Educators know that third grade marks a critical milestone for students. The learning emphasis shifts from learning to read to reading to learn. Students who are not proficient in reading by the third grade as measured by standardized tests are at higher risk of either graduating late or not at all. The research on children in poverty show that not only are these children more likely to have low reading test scores in third grade, they are less likely to graduate from high school at any reading skill level. These students truly present a challenge to educators. How can we improve outcomes? Know that we have the power to influence positive brain changes through the practices and attitudes we employ in the classroom.

Health and Nutrition. Set the brain up for success! Children who live in poverty can lack basic health care and nutrition. Programs that provide meals for students in turn support cognitive skills such as attention. Recess and physical education programs promote good oxygen intake and blood glucose levels, benefitting the brain and subsequent learning. School health screenings can help identify vision or hearing problems that impede learning and may otherwise go undiagnosed.

Believe in students who may not believe in themselves. "Lazy" is a tough word. It implies that a child just doesn't care. The truth is children may be unmotivated due to lack of hope and optimism that can stem from toxic stress. Furthermore, these students may see the future as hopeless and their situations as fixed. We must help lead students away from a "good" vs. "bad" or "smart" vs. "dumb" perspective and teach them that change is possible.

Build relationships. Let's recall the impacts of toxic stress on the brain. A child who has lived in a state of fear and anxiety has likely developed a significant fight-or-flight response. In homes of poverty, studies have shown children commonly get twice as many reprimands as positive comments (Risley & Hart, 2006). Strong, positive, and caring educators help children build trust in adults. We can further motivate learning by making an effort to understand children's unique backgrounds and incorporating their interests.

Target vocabulary and cognitive skills. Remember that these children typically have significantly less language exposure than their peers. Use vocabulary building activities to introduce and use new words that appear in classroom and reading materials. This supports comprehension. Recognize how differences in early brain maturation may play out in the classroom. Deficits in executive functioning skills make it difficult for a child to attend, listen and learn on-demand. Teach students core academic skills such as how to organize, prioritize, and remember key ideas.

Supplement instruction with neuroscience-based interventions. If anything teaches us that the brain can change, it is the study of neuroscience. Neuroscientific interventions offer a supplement to the work of educators in the classroom. Programs such as Fast ForWordⓇ target core skills to include attention and working memory. fMRI and efficacy studies of students who have completed 6 weeks of the Fast ForWordⓇ program have demonstrated significant gains in reading skills and underlying cognitive skills as compared with children with no intervention, even among students at a secondary level. Neuroscientific interventions are a great option to support reading development for these students.

The takeaway message is that we can positively influence reading and learning skills in children from homes of poverty by understanding their brains. With this knowledge, reading can become a luxury we can all afford!

References:

The Effects of Poverty on School Success - Webinar
How Does Poverty Influence Learning?
How Poverty Affects Classroom Engagement
Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation

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3 Ways Poverty Impacts Children Learning to Read - Scientific Learning

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"Reading is a luxury," says Dr. Martha Burns, director of neuroscience education at Scientific Learning Corporation. This is a powerful quote when it comes to understanding the impacts of poverty on children learning to read. Research tells us that children who come from homes in poverty are often not ready to learn to read due to the impacts poverty has on how their brains develop.

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Title:
The Effects of Poverty  on Literacy

Overview:
This video talks about the effects of poverty on a child's education and how socio-economic status connected to their reading abilities. This video also provide ways on how teacher's could help the learner through providing enriching learning environment and becoming aware of the factors that affecting them.

Viewing:
4:03 minutes

Insights about this resource:
This video utilizes more on visual aids and less of words that's why it comprehensively explained in a concise and on-point manner the information on how socio-economic status affects the reading ability of a child.

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The Effects of Poverty on Literacy - Video Podcast

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In this podcast, we're addressing a serious topic that impacts a huge percentage of our students: Poverty.Study after study shows that students from a low so...

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Title:
Self- Esteem and Reading Difficulties

Overview:
This page helps struggling readers by targeting the problems and implement necessary reading interventions for them. Poor self concept is one of the negative factor that need to be considered.

Reading Time:
3-4 minutes

Insights about this resource:
It provide a ways how to handle readers with poor self concept that affect their reading skill. It's short but clear that readers can easily grasp mentally.

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The effects of falling behind in reading and feeling like a failure can take a large toll on kids. Children can lose all desire to learn to read or go to school. Some begin to act out in class or set low expectations for themselves.

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Title: 8 Signs of Low Esteem

Overview:
The video talks about signs that you have Low Esteem. Person’s self esteem may be impacted in many ways including difficulties in reading. This will help readers to identify if they have poor self concept.

Viewing:
5 minutes

Insights about this resource:
Having poor self concept can affect everything from your perception of yourself, your perception of others, physical health, to even academic performance.

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This video will act as a support for the following reflection.

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This video will act as a support for the following reflection.

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Despite the numerous advantages associated with undertaking class in reading, slow readers face barriers that often prevent them from moving ahead. Including, Poverty, poor self concept, and Absence of literacy support. All these negative factors are shown on the video provided.
Instilling the love of reading begins at home, but poverty can hinder a child to expose in reading world. they will be lack in prior knowledge which can lead them to have low understanding in any text they will read. Making our selves aware in this kind of information will help us learn how to handle children with having this kind of challenges in the future or even now.

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0:00 / 30:10•Watch full video

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I-Witness: 'Pag-asa sa Pagbasa,' dokumentaryo ni Kara David (full episode)

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Title:
A lack of background knowledge can hinder reading comprehension

Overview:
The purpose of going to school is to learn, but students may find certain topics difficult to understand if they don't have the necessary background knowledge. This science news revealed how prior knowledge can affect child's intelligence using techniques by the researchers.

Reading Time:
5-6 minutes

Insights about this resource:
Lacking background knowledge due to absence of literacy support will affect the comprehension and understanding of the child. Using learning interventions would be a great help for them to support and increase their reading literacy.

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The purpose of going to school is to learn, but students may find certain topics difficult to understand if they don't have the necessary background knowledge. This is one of the conclusions of a research article published in Psychological Science, a journal of the Association for Psychological Science.

"Background knowledge plays a key role in students' reading comprehension -- our findings show that if students don't have sufficient related knowledge, they'll probably have difficulties understanding text," says lead researcher Tenaha O'Reilly of Educational Testing Service (ETS)'s Center for Research on Human Capital in Education. "We also found that it's possible to measure students' knowledge quickly by using natural language processing techniques. If a student scores below the knowledge threshold, they'll probably have trouble comprehending the text."

Previous research has shown that students who lack sufficient reading skills, including decoding and vocabulary, fare poorly relative to their peers. But the research of O'Reilly and ETS colleagues Zuowei Wang and John Sabatini suggests that a knowledge threshold may also be an essential component of reading comprehension.

The researchers examined data from 3,534 high-school students at 37 schools in the United States. The students completed a test that measured their background knowledge on ecosystems. For the topical vocabulary section of the test, the students saw a list of 44 words and had to decide which were related to the topic of ecosystems. They also completed a multiple-choice section that was designed to measure their factual knowledge.

Then, after reading a series of texts on the topic of ecosystems, the students completed 34 items designed to measure how well they understood the texts. These comprehension items tapped into their ability to summarize what they had read, recognize opinions and incorrect information, and apply what they had read to reason more broadly about the content.

The researchers used a statistical technique called broken-line regression -- often used to identify an inflection point in a data set -- to analyze the students' performance.

The results revealed that a background-knowledge score of about 33.5, or about 59% correct, functioned as a performance threshold. Below this score, background knowledge and comprehension were not noticeably correlated; above the threshold score, students' comprehension appeared to increase as their background knowledge increased.

Additional results indicated that the pattern could not be fully explained by the level of students' knowledge on a different topic -- what mattered was their background knowledge of ecosystems.

The researchers found that students' ability to identify specific keywords was a fairly strong predictor whether they would perform above or below the threshold. That is, correctly identifying ecosystems, habitat, and species as topically relevant was more strongly linked with students' comprehension than was identifying bioremediation, densities, and fauna.

The findings underscore the importance of having reached a basic knowledge level to be able to read and comprehend texts across different subjects:

"Reading isn't just relevant to English Language Arts classes but also to reading in the content areas," says O'Reilly. "The Common Core State Standards highlight the increasing role of content area and disciplinary reading. We believe that the role of background knowledge in students' comprehension and learning might be more pronounced when reading texts in the subject areas."

The researchers plan to explore whether a similar kind of knowledge threshold emerges in other topic areas and domains; they note that it will be important to extend the research by focusing on diverse measures and populations.

If the pattern holds, the findings could have important applications for classroom teaching, given the availability of knowledge assessments that can be administered without taking valuable time away from instruction.

"If we can identify whether a given student does not have sufficient knowledge to comprehend a text, then teachers can provide background material -- for example, knowledge maps -- so that students have a context for the texts they are about to read," O'Reilly concludes..

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literacy; dyslexia; educational psychology; intelligence; learning disorders; numeracy; k-12 education; autism

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A lack of background knowledge can hinder reading comprehension

# data[].attributes.attachment_link.description
The purpose of going to school is to learn, but students may find certain topics difficult to understand if they don't have the necessary background knowledge. This is one of the conclusions of a research article published in Psychological Science, a journal of the Association for Psychological Science.