Abstract
Poverty-related disparities in early brain development and school performance are a pervasive problem in our society, with potential life-long consequences. We know these disparities start early. By the child's first birthday and well before that, lower cognition and language can be documented in children of low socioeconomic status (SES) compared with their higher-SES peers.1 There has been a growing desire to start early in infancy to intervene to ameliorate these differences. The 2014 American Academy of Pediatrics Policy Statement on literacy promotion in primary care pediatrics suggested that literacy promotion start at the first postpartum visit.
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