Reading between the lines: neurocognition and reading acquisition in remote Indigenous Australia

Successful academic progression relies on a child’s ability to develop proficient reading skills. In Australia, the majority of children achieve this milestone during elementary schooling. Yet Australian Indigenous children, particularly those living in remote and rural regions of Australia, consistently struggle to meet national benchmarks for reading, as evidenced by national benchmark data. There has been extensive debate about whether sociocultural factors impinge on academic achievement for Indigenous Australians, but little discussion regarding the possible role of neurocognitive factors. In this review, we consider limited available research on neurocognitive mechanisms associated with reading for Indigenous populations and argue for an urgent need to consider the relationship between neurocognitive and sociocultural development when examining reading acquisition outcomes for this population. We also discuss the plausibility of targeting the potential neurocognitive strengths of certain Indigenous populations to scaffold reading acquisition and identify opportunities for furthering this line of research.