Current conversations in literacy research call for the need to consider children’s social-emotional development and academic learning in an integrated way that honors and supports the whole child in their cultural context. Here we review available literatures on the cognitive, linguistic, affective, social and cultural dimensions of typical and atypical reading acquisition and what is known of their neural correlates. From this review, and in consultation with neuro- and psychological scientists and expert educators working in a range of contexts, we derive a series of interdisciplinary Learnings. These describe what is known about how diverse children grow into readers and how literacy development can be optimally supported in school, home and community contexts across the first decades of life. The Learnings together provide a critical cross-disciplinary synthesis of how literacy and social-emotional development are coordinated, individually variable, dynamic and sensitive to contextual influences. They reveal how evidence-based, culturally inclusive, socially attentive and developmentally appropriate instruction is an essential piece of helping every child organize their brain and mind for literacy. Such comprehensive instruction is necessary to address inequities in general and special education, and to help children become fully literate—a designation that goes beyond simply decoding and comprehending text. Impacts of digital technology, and other timely issues and open questions, are also discussed.

Juvenile justice-involved youth with special education eligibility may have distinct needs from other justice-involved youth that place them at higher risk of re-offending. This study examines the extent to which the comorbidity of risk factors, such as school challenges and mental and emotional health problems, is related to recidivism among probation youth with a diagnosis

Students who have remained classified as English Learners (ELs) for more than six years are often labeled “Long-term English Learners” (LTELs). The present study examined the English Language Development (ELD) test scores and demographic information in a group of 560 students identified as LTELs. Despite assumptions that these students are still learning English, results showed many students who are labeled LTELs exhibited advanced English skills, especially on measures of expressive and receptive oral language (i.e., speaking and listening subtests). At the same time, ELD assessments showed many of these students struggled with literacy skills, especially reading. Perhaps due to these overlapping circumstances, we found many LTELs were also identified with learning disabilities. Based on these findings, we explored the impact of restricting domains needed for reclassification as English proficient on reclassification rates. Compared with existing decision rules in the students’ state, proposed models allow many more LTELs to reclassify as English proficient, and most LTELs not reclassifying are students in special education. Discussion focuses on interpreting ELD scores for students who have remained classified as ELs for more than a few years.

Approximately one in 10 children in the United States is diagnosed with Attention-Deficit Hyperactivity Disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we analyzed students in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (ECLS-K: 2011). Using logistic regression, we looked to see which sociodemographic, academic, executive functioning, and behavioral skills, all measured in kindergarten, significantly influenced the odds a student would receive special education services for ADHD in fourth grade ( N = 220). Results showed higher conflict with teachers and lower working memory significantly increased these odds. Furthermore, even when controlling for academic and social skills, students who are girls, Hispanic/Latinx, and/or living in a home where a language other than English is spoken were less likely to receive special education services for ADHD. Findings suggest early identification of students with ADHD and special education needs is possible and that sociodemographic characteristics play a significant role in determining who receives special education services for ADHD.