Study: Reading Ability Explains Creativity Gap
A new study in *npj Science of Learning* finds that reading ability is a major mediating factor in the observed creativity gap between students from different socioeconomic backgrounds. The research suggests that twice-exceptional students with strong creative potential but reading challenges may be overlooked. This highlights the need to support literacy and executive function in tandem to foster creative strengths.
The creativity gap is often intertwined with an opportunity gap, as students from lower socioeconomic (SES) backgrounds may have less access to enrichment activities like art and music programs that foster creative development. Schools in higher-SES areas are more likely to utilize creative teaching methods, while schools in lower-SES districts often focus more on standardized testing. The PISA 2022 results showed that advantaged students scored nearly a full standard deviation higher than disadvantaged students on its creative thinking test. However, much of this gap was accounted for by differences in math and reading scores, suggesting foundational academic skills are crucial for creative thinking. After adjusting for these scores, the performance gap in creative thinking was significantly reduced. Twice-exceptional (2e) students are those who are intellectually gifted but also have a learning disability, such as dyslexia or ADHD. This combination can often lead to their gifts masking their disabilities, or vice versa, making proper identification and support a challenge. It is estimated that 2-5% of school-aged children are twice-exceptional. For 2e students with reading challenges, a "dually differentiated" program is often required, which simultaneously nurtures their talents while providing structured, multisensory language instruction to address their reading difficulties. Without this dual focus, these students may be mislabeled as average achievers or told they just need to "try harder." Executive functions, such as working memory and cognitive flexibility, are deeply connected to both reading and creativity. Activities that build these skills, like planning, organization, and emotional regulation, can therefore support both literacy development and creative problem-solving. Research has shown a positive correlation between creative activities and the development of executive function skills. Supporting twice-exceptional students often involves an individualized education program that plays to their strengths and interests while accommodating their weaknesses. Strategies can include prioritizing student choice, building in movement breaks, and explicitly teaching social-emotional learning skills to help with self-regulation.
