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Worried that using that longer word might stump your 3-year old? Worry no more. New research from Peabody finds that preschool teachers’ use of sophisticated vocabulary and analytic talk about books, combined with early support for literacy in the home, can predict fourth-grade reading comprehension and word recognition.

As an increasing number of children are diagnosed with autism, researchers are looking to parent facilitated play therapy as a cheaper, more accessible alternative to traditional behavior therapy. There are not enough therapists to handle the influx of children with autism, so researchers are looking to early intervention models like the Play and Language for Autistic Youngsters, or the P.L.A.Y. Project, to fill the void. This play therapy approach relies on parents being trained by a professional to be their own therapy provider. Then, parents conduct 20 to 25 hours of play therapy weekly with their child who has autism.

The disquieting side effect of our increasingly detailed longitudinal studies of students is we keep finding warning signs of a future graduation derailment earlier and earlier in a child's school years. Robert Balfanz of Johns Hopkins University in Baltimore found those warning signs as early as 6th grade— chronic absences, poor behavior, failing math or language arts, which when put together lead to a 90 percent risk that a student won't graduate on time. A study to be released this morning at the American Educational Research Association convention here in New Orleans presents an even earlier warning sign: A student who can't read on grade level by 3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time. Add poverty to the mix, and a student is 13 times less likely to graduate on time than his or her proficient, wealthier peer.

“We are finding more solid evidence, based on higher quality studies, that these early intensive behavioral interventions can be effective for young children on the autism spectrum, especially related to their cognitive and language skills,” said lead author Amy Weitlauf, Ph.D., assistant professor of Pediatrics and a Vanderbilt Kennedy Center investigator. “But the individual response to these treatments often varies from child to child.”