Abstract
Children from socioeconomically disadvantaged families tend to start school with poorer reading skills compared with their more advantaged peers. These early reading inequities are a significant public health issue, tracking forward to adverse health and life outcomes in adulthood. In ‘Inequities in children's reading skills: The role of home reading and preschool attendance’,1 we considered reducing inequities in children's reading skills an important opportunity to decrease future health morbidity.
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