Kimberly G. Noble|Martha J. Farah|Bruce D. McCandliss
Socioeconomic background modulates cognition–achievement relationships in reading
University of Pennsylvania|Cornell University|University of Pennsylvania|Cornell University
multiple factors contribute individual differences reading ability two thoroughly examined socioeconomic status ses phonological awareness pa although factors often investigated individually rarely considered together propose ses systematically influences relationship pa reading ability test prediction 150 firstgraders varying ses pa results confirm multiplicative relationship ses pa decoding skills decreased access resources may amplify cognitive risk factors poor decoding whereas greater access resources may buffer reading skills among children weaker pa attempts identify cognitive experiential factors driving development must acknowledge complex synergizing relations factors