Not exact matches
WASHINGTON — Nearly half of all adult Americans can not read, write, and calculate well enough to function fully in today's society, and people in their
early 20's have
poorer literacy skills than did those in a 1985 survey, according to a federal study.
In short, all children — but especially the
poor who grow up without the language and book exposure to help them succeed — should be getting
early -
literacy instruction that balances basic
skills with playful, content - rich language experiences.
Our findings add insight into the pathways linking
early childhood adversity to
poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and
early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in
early childhood were associated with
poor foundational
skills, such as language and
literacy, that predispose individuals to low educational attainment and adult
literacy, both of which are related to
poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.
Relative to children with no ACEs, children who experienced ACEs had increased odds of having below - average academic
skills including
poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk for
poor school achievement, which is associated with
poor health.23 Our study adds to the growing literature on adverse outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during
early childhood as a risk factor for child academic and behavioral problems that have implications for education and health trajectories, as well as achievement gaps and health disparities.
Studies consistently suggest that exposure to trauma or chronic
early life stress may impair the development of executive function
skills.6, 7,9,10,11 These
skills appear to provide the foundation for school readiness through cognition and behaviour.3, 12 Children with better executive function
skills may be more teachable.3 Indeed, in a high - risk sample, children with better executive function
skills at the beginning of kindergarten showed greater gains in
literacy and numeracy than children with
poorer initial
skills.12 Considering there is evidence that
Studies consistently suggest that exposure to trauma or chronic
early life stress may impair the development of executive function
skills.6, 7,9,10,11 These
skills appear to provide the foundation for school readiness through cognition and behaviour.3, 12 Children with better executive function
skills may be more teachable.3 Indeed, in a high - risk sample, children with better executive function
skills at the beginning of kindergarten showed greater gains in
literacy and numeracy than children with
poorer initial
skills.12 Considering there is evidence that the achievement gap persists and may even widen across the school years, 16,17 it is critical that high - risk children begin school with as successful of a start as possible.