Kimberly G Noble
Affiliation: University of Pennsylvania
- Neurocognitive correlates of socioeconomic status in kindergarten childrenKimberly G Noble
Sackler Institute for Developmental Psychobiology, 1300 York Avenue, Box 140, New York, NY 10021, USA
Dev Sci 8:74-87. 2005....
- Reading development and impairment: behavioral, social, and neurobiological factorsKimberly G Noble
Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, New York, USA
J Dev Behav Pediatr 26:370-8. 2005..The importance of appropriate control groups is stressed, as well as the ultimate goal of designing reading interventions that target individual needs...
- Brain-behavior relationships in reading acquisition are modulated by socioeconomic factorsKimberly G Noble
Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, NY 10021, USA
Dev Sci 9:642-54. 2006..Socioeconomic background factors are thus found to modulate brain-behavior relationships in reading, indicating that cognitive, social, and neurobiological influences on reading development are fundamentally intertwined...
- Academic achievement varies with gestational age among children born at termKimberly G Noble
Department of Pediatrics, Columbia University, 630 W 168th St, P and S Box 16, New York, NY 10033, USA
Pediatrics 130:e257-64. 2012..The goal of this study was to examine the degree to which children born within the "normal term" range of 37 to 41 weeks' gestation vary in terms of school achievement...
- The development of reading impairment: a cognitive neuroscience modelBruce D McCandliss
Sackler Institute for Developmental Psychobiology, Weill Medical College of Cornell University, New York, New York 10021, USA
Ment Retard Dev Disabil Res Rev 9:196-204. 2003..We also discuss recent efforts to understand the impact of successful reading interventions in terms of changes within cortical circuits associated with reading ability...
- Socioeconomic gradients predict individual differences in neurocognitive abilitiesKimberly G Noble
University of Pennsylvania Center for Cognitive Neuroscience, PA, USA
Dev Sci 10:464-80. 2007..SES explained over 30% of the variance in language, and a smaller but highly significant portion of the variance in most other systems. Statistically mediating factors and possible interventional approaches are discussed...
- Neuroscience perspectives on disparities in school readiness and cognitive achievementKimberly G Noble
Center for Cognitive Neuroscience, University of Pennsylvania, USA
Future Child 15:71-89. 2005..The authors look ahead to the day when effective educational interventions can begin to close racial and socioeconomic gaps in readiness and achievement...