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Low Income Student Achievement

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Often the performance of low-income students is overlooked or attributed to a lack of skills or talents. This “fixed” mindset about education and achievement is ultimately detrimental to student growth and development. When people act as though they have a fixed mindset or theory of learning, they act as if they only have the capacity to learn a set amount and no more. They seem to think there is a fixed ceiling above which they cannot go. However, when they act as with a growth mindset, they seem to consider that the more effort they put in, the more their learning will grow and develop.
This literature review attempts to unpack the complexities of low-income student growth and achievement trends. With a clearer understanding of how low-income …show more content…

This means that you can hear the sounds of the words and convert them into letters on a page and see letters on a page and convert them into something you can hear (Jensen, 2016). Phonological processing deficits are second most common among impoverished students, next to working class memory, as this population of students tend to have poor auditory memory processing skills which leads to poor listening skills and classroom behavior (Noble, Wolmetz, Ochs, Farah, & McCandliss, 2006) as students have trouble processing sounds and words in real time. Most frequently, this leads to frustration, vocabulary difficulties, and low self-esteem. A lack of books and parent reading at home can also prohibit reading fluency and motivation (Jensen, 2016). 

Less Emotional Support
Poverty raises the odds for poor social adjustment of children, as well as behavioral problems, in part due to the fact that there is less caregiver role modeling and constant aforementioned stressors (Garner, 1996). Children from poverty are more likely to have just one parent at home, and that parent often works long hours, spending crucial hours of emotional development away from the home (Jenson, 2016). The connection between emotion and cognition is incredibly strong:
“When we educators fail to appreciate the importance of students’ emotions, we fail to appreciate a critical force in students’ learning. One could argue, in fact, that we fail to appreciate the very reason that students learn at all. (Immordino-Yang & Damasio, 2007, p.

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