Arne Lervåg|Dacian Dorin Dolean|Ioana ?inca?|Monica Melby?Lervåg
Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty
University of Oslo|Babe?-Bolyai University|East Georgia State College|University of Oslo
studies examined socioeconomic status ses affects two essential parts human development namely vocabulary reading comprehension children facing severe poverty roma population largest minority group europe majority live severe poverty study compared development 322 roma children development 178 nonroma children ages 7 10 years living romania roma children poorer initial vocabulary reading comprehension skills well slower growth rates compared nonroma children importantly ses direct influence growth reading comprehension vocabulary effect ses partly mediated school absence nonverbal iq powerful finding since suggests poverty may detrimental effects reading also development verbal abilities