Educational interventions for childhood XXXX : a review and integrative model for preschoolers from low-income families.

@entity1 @entity565
Millions of @entity1 in the U.S. suffer from @entity565 . A disproportionately large number of those @entity1 are from low-income and racial minority families. With or without @entity565 , @entity1 from low-income families are at risk for delayed school readiness and less than optimal academic achievement trajectories. The aim of this article was to review the literature on educational interventions for young @entity1 with @entity565 and their families to determine if there was sufficient evidence to guide practice. In addition, a new theoretical model upon which to base new interventions is proposed. Literature was reviewed from Medline, CINAHL, PsycInfo, and the Cochrane Reviews databases. A limited number of randomized, controlled studies of educational interventions for @entity1 and their families was found, and only one study was specifically aimed at preschool-age @entity1 . Comparisons among studies are difficult because of varying methodologies, and findings are non-conclusive. In conclusion, comprehensive, multidisciplinary, multi-level interventions are needed to minimize the effects of childhood @entity565 , especially for @entity1 from low-income families. Large-scale, randomized, controlled studies are needed to provide empirical evidence for the efficacy of specific interventions for preschoolers prior to school entry to minimize the detrimental effects of uncontrolled @entity565 on school achievement.
