Many children struggle to learn to read, and studies have shown that students from a lower socioeconomic status (SES) background are more likely to have difficulty than those from a higher SES background. MIT neuroscientists have now discovered that the types of difficulties that lower-SES students have with reading, and the underlying brain signatures, are, on average, different from those of higher-SES students who struggle with reading. In a new study, which included brain scans of more than 150 children as they performed tasks related to reading, researchers found that…
