To highlight the critical importance of early intervention for children struggling with reading, on October 5th, Cambridge School partnered with Decoding Dyslexia-NJ to host Dr. Nadine Gaab of Boston Children’s Hospital, the Harvard Medical School, and the Harvard Graduate School of Education. At Cambridge School’s campus in Pennington, New Jersey, Dr. Gaab presented a lecture on her research in cognitive neuroscience, which focuses particularly on auditory and language processing in the human brain and the development of language and literacy skills. Her lab uses structural and functional magnetic resonance imaging (fMRI) in children from infancy to adolescence to identify possible pre-markers of developmental dyslexia in the pre-reading and infant brain. At the event, Dr. Gaab urged parents who suspect dyslexia to act early, since familial risk and delayed pre-reading skills—even as early as 3 years old—predicted later diagnosis of dyslexia. She noted that although parents may be told that their child will be able to catch up, the fact is that early reading difficulties are remarkably consistent without early intervention, which is most effective between preschool and first grade. She noted that across six studies, when “at risk” beginning readers receive intensive instruction, 56% – 92% reached the range of average reading ability after intervention. Based on this developing research, Cambridge School is now offering early intervention scholarships for Kindergarten through second grade.