Link to full text: https://www.jpeds.com/article/S0022-3476(20)30149-9/fulltext
Access: FREE/Open Access
Download the full text: Dreyer_2020_Closing the gap – interventions to ameliorate inequities in early brain development and school performance in poor children
core topic(s)Early Literacy , Reach Out and Read (ROR)
Exposures, Outcomes, OtherBrain/Neurocognitive , Child Development (general) , Clinic-Based Programs and Interventions , Disparity/Adversity , School Readiness and Educational Outcomes
objectivesTo review two studies and discuss how should we incorporate their results into our efforts to reduce disparities in child development based on SES.
methodsTo review two studies (Leung and Suskind, The Journal of Pediatrics; Guevara et al., The Journal of Pediatrics: X) and discuss how should we incorporate the results of these studies in our efforts to reduce disparities in child development based on SES.
sample sizen=2 (studies)
resultsKey Points: You cannot start too early in childhood to intervene to decrease disparities based on poverty; Pediatric primary care is a universal and cost-effective platform for interventions; Income matters; Addressing the impact of racism and bias; No one intervention will be strong enough by itself.
conclusionsWe should incorporate the results of these 2 studies in our efforts to reduce disparities in child development based on SES.