Here, I present two abstracts of research related to reading and inequity. Clemons, Mason & O’Donnell (2023) published “Language and self-regulation: Interrelated sources of disparities in reading achievement and opportunities for reducing inequity” in School Psychology. Here’s the edited impact statement and abstract:

I am going to do two successive posts related to children’s reading. In this first one, Leve et al. (2022) published “The Potential of Children's Rearing Environment to Overcome Genetic Propensity for Low Reading Achievement” in Mind, Brain, and Education. Here’s the edited article:

As promised, I am following up the last article summary with a series of abstracts related to executive function. First, Moffett et al. (2022) published “Enrollment in Pre-K and Children's Social-Emotional and Executive Functioning Skills: To what extent are associations sustained across time?”

Hübner, Merrell, Cramman, Little, Bolden, & Nagengast (2022) published “Reading to Learn? The co-development of mathematics and reading during primary school” in Child Development. I like studies with huge samples and sophisticated statistical techniques. Here’s the abstract: