Return to Socioeconomic Status factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
SES Measurements (American Psychological Association, 2007): Several measurements can be used when determining SES. Typically, household income, parent education, and occupation are all considered. Sometimes researchers choose to use a student's individual SES, but they may also use an aggregated SES based on the school the student attends.
Aikens, N. L., & Barbarin, O. (2008). Socioeconomic differences in reading trajectories: The contribution of family, neighborhood, and school contexts. Journal of Educational Psychology, 100(2), 235-251.
Basch, C. E. (2011). Vision and the achievement gap among urban minority youth. Journal of School Health, 81(10), 599-605.
Becker, N., Vasconcelos, M., Oliveira, V., Santos, F. C. D., Bizarro, L., Almeida, R. M. D., ... & Carvalho, M. R. S. (2017). Genetic and environmental risk factors for developmental dyslexia in children: Systematic review of the last decade. Developmental Neuropsychology, 42(7-8), 423-445.
Biemiller, A. (2001). Teaching vocabulary: Early direct, and sequential. American Educator, 25(1), 24-28.
Brunelle, K., Abdulle, S., & Gorey, K. M. (2020). Anxiety and depression among socioeconomically vulnerable students with learning disabilities: Exploratory meta-analysis. Child and Adolescent Social Work Journal, 37(4), 359-367.
El-Sheikh, M., Bagley, E. J., Keiley, M., Elmore-Staton, L., Chen, E., & Buckhalt, J. A. (2013). Economic adversity and children's sleep problems: Multiple indicators and moderation of effects. Health Psychology, 32(8), 849.
Evans, G. W. (2004). The environment of childhood poverty. American Psychologist, 59(2), 77.
Farah, M. J., Shera, D. M., Savage, J. H., Betancourt, L., Giannetta, J. M., Brodsky, N., … E.K., Hurt, H. (2006). Childhood poverty: specific associations with neurocognitive development. Brain Research, 1110, 166-174.
Gardner-Neblett, N., & Iruka, I. U. (2015). Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES. Developmental Psychology, 51(7), 889-904.
Hart, B., & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing.
Hirsch, E.D., & Moats, L. C. (2001). Overcoming the language gap. American Educator, 25(2), 8-9.
Hoff, E. (2013). Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Developmental Psychology, 49(1), 4-14.
Justice, L. M., & Ezell, H. K. (2001). Word and print awareness in 4-year-old children. Child Language Teaching and Therapy, 17(3), 207-225.
Justice, L.M., & Ezell, H.K. (2002). Use of storybook reading to increase print awareness in at-risk children. American Journal of Speech-Language Pathology, 11(1), 17-29.
Kaefer, T., Neuman, S. B., & Pinkham, A. M. (2015). Pre-existing background knowledge influences socioeconomic differences in preschoolers' word learning and comprehension. Reading Psychology, 36(3), 203-231.
Malecki, C. K., & Demaray, M. K. (2006). Social support as a buffer in the relationship between socioeconomic status and academic performance. School Psychology Quarterly, 21(4), 375.
Monks, H., Mandzufas, J., & Cross, D. (2022). The impact of poverty on the developing child: A narrative review. Life Course Centre Working Paper, (06).
Noble, K. G., Norman, M. F., & Farah, M. J. (2005). Neurocognitive correlates of socioeconomic status in kindergarten children. Developmental Science, 8(1), 74-87.
Noble, K. G., McCandliss, B. D., & Farah, M. J. (2007). Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10, 464-480.
Noble, K. G., Wolmetz, M. E., Ochs, L. G., Farah, M. J., & McCandliss, B. D. (2006). Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors. Developmental Science, 9(6), 642-654.
Perkins, S. C., Finegood, E. D., & Swain, J. E. (2013). Poverty and language development: Roles of parenting and stress. Innovations in Clinical Neuroscience, 10(4), 10-19.
Pressley, M., Wharton-McDonald, R., Allington, R., Block, C. C., Morrow, L., Tracey, D., ... Woo, D. (2001). A study of effective first-grade instruction. Scientific Study of Reading, 5(1), 35-58.
Russell, A. E., Ford, T., & Russell, G. (2015). Socioeconomic associations with ADHD: Findings from a mediation analysis. PLoS ONE, 10(6), 1-16.
Sarsour, K., Sheridan, M., Jutte, D., Nuru-Jeter, A., Hinshaw, S., & Boyce, W. T. (2010). Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood. Journal of the International Neuropsychological Society, 17, 120-132.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453.
Sperry, D. E., Sperry, L. L., & Miller, P. J. (2019). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development, 90(4), 1303-1318.
Taylor, B. M., Pearson, D. P., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. The Elementary School Journal, 101(2), 121-165.