Right to read: what we can learn from neurosciences to augment childhood and literacy policies

HIGHLIGHTS

• who: Educ. Pesqui. et al. from the (UNIVERSITY) have published the paper: Right to read: what we can learn from neurosciences to augment childhood and literacy policies, in the Journal: (JOURNAL)
• what: 31 papers were selected for their relevance in the field, and capacity to explain the phenomenon the authors aim to describe: how adversity impacts children`s reading acquisition. In Brito and Noble , the overview presents Socioeconomic Status (SES) as an origin point.
• how: Showed that approximately 27% of students began kindergarten without mastery of letters and 12% maintained a cumulative disadvantage . . .
  

   

  

  If you want to have access to all the content you need to log in!

  Thanks :)

  Username or E-mail:

  If you don't have an account, you can create one here.