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Lookup NU author(s): Professor James LawORCiD
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At face value, promoting early literacy skills is a bit of a “no-brainer.” We all want to maximize the life opportunities for children, and early intervention is immensely appealing for parents, practitioners, and policy-makers alike. Early intervention is increasingly supported by neurobiological evidence for the negative consequences of restricted environments 1 and the economic evidence for the value of early intervention. 2 Yet, knowing that early intervention has been shown to work for one aspect of development at a given age and dosage is not the same as saying that such results will be universally applicable. Indeed, as the 2 studies discussed in this issue of Pediatrics demonstrate, 3, 4 the results of effectiveness studies may seem contradictory; in this case, results of 1 study indicate that a preliteracy intervention does not work, and results of the other study indicate that it does. The research community has the responsibility of teasing these issues apart: how much does it work and for whom?
Author(s): Law J
Publication type: Editorial
Publication status: Published
Journal: Pediatrics
Year: 2011
Volume: 127
Issue: 3
Pages: 573-574
Print publication date: 01/03/2011
ISSN (print): 0031-4005
ISSN (electronic): 1098-4275
Publisher: American Academy of Pediatrics
URL: http://dx.doi.org/10.1542/peds.2010-3605
DOI: 10.1542/peds.2010-3605
