The more words children recognize when they hear them, the easier it will be for them to learn to read. The National Reading Panel concluded this after two years of research. I have found it to be true as well. This applies to every word one can read. For that reason, Daniels' results may be of even more importance, considering the number of children who have reading problems.
Poor readers grow frustrated in school.
They fidget, disrupt and get sent to the principal's office. Bad behavior often translates to bad grades and even worse consequences, as these children cannot keep up with their peers throughout school. If even one of these struggling children could be helped by learning sign language while they are small, Daniels' conclusions are relevant to teachers. Daniels writes with the cautious skepticism of a good scientist. After that Maryland preschool study, she considered the weaknesses of the study and followed up with more trials.