Link to full text: https://www.jpeds.com/article/S0022-3476(20)30149-9/fulltext
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Download the full text: Dreyer_2020_Closing the gap – interventions to ameliorate inequities in early brain development and school performance in poor children
Publication year
2019study description
Commentary.core topic(s)
Early Literacy , Reach Out and Read (ROR)Population Characteristics
Poverty/Low-IncomeExposures, Outcomes, Other
Brain/Neurocognitive , Child Development (general) , Clinic-Based Programs and Interventions , Disparity/Adversity , School Readiness and Educational Outcomesobjectives
To review two studies and discuss how should we incorporate their results into our efforts to reduce disparities in child development based on SES.methods
To 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 size
n=2 (studies)measures
Review.
results
Key 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.conclusions
We should incorporate the results of these 2 studies in our efforts to reduce disparities in child development based on SES.limitations
Not discussed.Related