658 Module 3 Discussion Board 1
Classmates :T.S.
Describe how environmental, cognitive, and cultural factors involved in reading difficulties for early childhood students can all play a factor in understanding a student's needs. Which of these is more important than the other? What students come to your mind? What advice do you give others when looking at a child holistically?
Environmental, cognitive, and cultural factors all contribute to reading difficulties in early childhood students and are essential in understanding a student's needs. These factors interact and influence each other, shaping a child's reading abilities and challenges. While it is difficult to determine which factor is more important than the others, recognizing their combined impact is crucial for effective intervention and support.
Environmental factors encompass the home, school, and community environments in which a child grows and learns. They include access to books, literacy-rich environments, parental involvement, and exposure to language and print. Erekson, Opitz, and Schendel (2020) emphasize that “a lack of exposure to literacy materials, limited access to books, and few literacy experiences can lead to reading difficulties” (p. 40). Therefore, a child's reading difficulties may be influenced by the absence of these resources and experiences.
Cognitive factors involve the child's cognitive abilities and processes, such as phonological awareness, vocabulary knowledge, working memory, and processing speed. These cognitive skills are foundational for reading development. Erekson et al. (2020) highlight the importance of phonological awareness, stating that “difficulties in phonological awareness have been linked to reading difficulties in a number of studies” (p. 114). Cognitive factors affect a child's ability to decode, comprehend, and make meaning from text. Cultural factors encompass the social and cultural contexts in which a child grows up. They include language background, cultural values, and experiences that shape a child's literacy practices and beliefs.
Cultural factors influence a child's motivation, engagement, and identity as a reader. Erekson et al. (2020) emphasize the impact of culture on reading development, stating that “students from culturally and linguistically diverse backgrounds may have different experiences with literacy and reading” (p. 137).
When looking at a child holistically, it is crucial to consider the interaction of these factors. No single factor can fully explain a child's reading difficulties. Instead, an integrated approach is needed to understand the unique needs of each student. As Erekson et al. (2020) suggest, “a comprehensive understanding of students' reading needs requires examining the interplay among cognitive, environmental, and cultural factors” (p. 40). Considering these factors, it is essential to ask questions that explore the various aspects of a child's reading difficulties.
Here are three questions to consider:
1. How does the child's home environment support or hinder their access to literacy materials and experiences?
2. What cognitive skills and processes does the child struggle with, such as phonological awareness, vocabulary knowledge, or working memory?
3. How does the child's cultural background influence their attitudes, beliefs, and motivations towards reading?
References:
Erekson, J. A., Opitz, M. F., & Schendel, R. (2020). Understanding, assessing, and teaching reading: A diagnostic approach (8th Edition). Boston, MA: Pearson.Li, M., Geva, E., D’Angelo, N., Koh, P. W., Chen, X., & Gottardo, A. (2021). Exploring sources of poor reading comprehension in English language learners. Annals of Dyslexia, 71, 299-321.
Luo, R., Tamis‐LeMonda, C. S., & Mendelsohn, A. L. (2020). Children's Literacy Experiences in Low‐Income Families: The Content of Books Matters. Reading Research Quarterly, 55(2), 213-233.
