Take the example of Brandi Binder, a 13-year-old living in Colorado Springs, who developed severe epilepsy at the age of six and had to have the entire right side of one portion of her brain removed. Afterwards she lost all control of muscles on the left side of her body, the side controlled by the right side of her brain. However today, after years of therapy and hard work, she is an A student and excels at math, art, and music--skills usually governed by the right side of the brain. While her recovery has not been 100% complete (she has not yet regained use of her left arm) it comes very close and, more than that, it demonstrates the adaptive powers of the early childhood brain. For this and other reasons, the debate that has long engaged philosophers--whether nature or nurture dominates development--no longer perplexes scientists. "It's not a competition," says Dr. Stanley Greenspan, a psychiatrist at George Washington University. "It's a dance."7
The key, then, is for families, teachers, and communities to work together and start reading to children early. According to Dr. Reid Lyon, Chief of the Child Development and Behavior Branch at the National Institutes of Health, most conventional intervention efforts (which begin after the third grade) begin too late. Not that these children are beyond help, by any means, but Lyon's research shows that reading efforts are much more effective the earlier they are implemented. According to his research a 12 year-old child will need between four and five times more "intervention time" than a 5 year-old child with similar reading problems.
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