Efficacy of language intervention in the early years / Silke FRICKE in Journal of Child Psychology and Psychiatry, 54-3 (March 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-3 (March 2013) . - p.280-290 Titre : Efficacy of language intervention in the early years Type de document : Texte imprimé et/ou numérique Auteurs : Silke FRICKE, Auteur ; Claudine BOWYER-CRANE, Auteur ; Allyson J. HALEY, Auteur ; Charles HULME, Auteur ; Margaret J. SNOWLING, Auteur Article en page(s) : p.280-290 Mots-clés : Intervention  language  mediation  reading  education Index. décimale : PER Périodiques Résumé : Background: Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension. Methods: In a randomized controlled trial, 180 children from 15 UK nursery schools (n = 12 from each setting; Mage = 4;0) were randomly allocated to receive a 30-week oral language intervention or to a waiting control group. Children in the intervention group received 30 weeks of oral language intervention, beginning in nursery (preschool), in three group sessions per week, continuing with daily sessions on transition to Reception class (pre-Year 1). The intervention was delivered by nursery staff and teaching assistants trained and supported by the research team. Following screening, children were assessed preintervention, following completion of the intervention and after a 6-month delay. Results: Children in the intervention group showed significantly better performance on measures of oral language and spoken narrative skills than children in the waiting control group immediately after the 30 week intervention and after a 6 month delay. Gains in word-level literacy skills were weaker, though clear improvements were observed on measures of phonological awareness. Importantly, improvements in oral language skills generalized to a standardized measure of reading comprehension at maintenance test. Conclusions: Early intervention for children with oral language difficulties is effective and can successfully support the skills, which underpin reading comprehension. En ligne : http://dx.doi.org/10.1111/jcpp.12010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 [article] Efficacy of language intervention in the early years [Texte imprimé et/ou numérique] / Silke FRICKE, Auteur ; Claudine BOWYER-CRANE, Auteur ; Allyson J. HALEY, Auteur ; Charles HULME, Auteur ; Margaret J. SNOWLING, Auteur . - p.280-290. in Journal of Child Psychology and Psychiatry > 54-3 (March 2013) . - p.280-290 Mots-clés : Intervention  language  mediation  reading  education Index. décimale : PER Périodiques Résumé : Background: Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension. Methods: In a randomized controlled trial, 180 children from 15 UK nursery schools (n = 12 from each setting; Mage = 4;0) were randomly allocated to receive a 30-week oral language intervention or to a waiting control group. Children in the intervention group received 30 weeks of oral language intervention, beginning in nursery (preschool), in three group sessions per week, continuing with daily sessions on transition to Reception class (pre-Year 1). The intervention was delivered by nursery staff and teaching assistants trained and supported by the research team. Following screening, children were assessed preintervention, following completion of the intervention and after a 6-month delay. Results: Children in the intervention group showed significantly better performance on measures of oral language and spoken narrative skills than children in the waiting control group immediately after the 30 week intervention and after a 6 month delay. Gains in word-level literacy skills were weaker, though clear improvements were observed on measures of phonological awareness. Importantly, improvements in oral language skills generalized to a standardized measure of reading comprehension at maintenance test. Conclusions: Early intervention for children with oral language difficulties is effective and can successfully support the skills, which underpin reading comprehension. En ligne : http://dx.doi.org/10.1111/jcpp.12010 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191

Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial / Peter J. HATCHER in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.820–827 Titre : Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Peter J. HATCHER, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Janet HATCHER, Auteur ; Simon GIBBS, Auteur ; Glynnis SMITH, Auteur ; Claudine BOWYER-CRANE, Auteur Année de publication : 2006 Article en page(s) : p.820–827 Langues : Anglais (eng) Mots-clés : Reading-intervention remedial-teaching reading-difficulties randomised-controlled-trial Index. décimale : PER Périodiques Résumé : Background: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. Methods: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was delivered in daily 20-minute sessions that alternated between small group (N = 3) and individual teaching. The programme combined phoneme awareness training, word and text reading, and phonological linkage exercises. Results: The children receiving the intervention during the first 10-week period made significantly more progress on measures of letter knowledge, single word reading, and phoneme awareness than children not receiving the intervention. However, the children who only received the intervention during the second 10-week period made rapid progress and appeared to catch up with the children who had been given the more prolonged intervention. Failure to respond to the intervention was predicted by poor initial literacy skills and being in receipt of free school meals. Conclusion: A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01559.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=768 [article] Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial [Texte imprimé et/ou numérique] / Peter J. HATCHER, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Janet HATCHER, Auteur ; Simon GIBBS, Auteur ; Glynnis SMITH, Auteur ; Claudine BOWYER-CRANE, Auteur . - 2006 . - p.820–827. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.820–827 Mots-clés : Reading-intervention remedial-teaching reading-difficulties randomised-controlled-trial Index. décimale : PER Périodiques Résumé : Background: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. Methods: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was delivered in daily 20-minute sessions that alternated between small group (N = 3) and individual teaching. The programme combined phoneme awareness training, word and text reading, and phonological linkage exercises. Results: The children receiving the intervention during the first 10-week period made significantly more progress on measures of letter knowledge, single word reading, and phoneme awareness than children not receiving the intervention. However, the children who only received the intervention during the second 10-week period made rapid progress and appeared to catch up with the children who had been given the more prolonged intervention. Failure to respond to the intervention was predicted by poor initial literacy skills and being in receipt of free school meals. Conclusion: A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01559.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=768

Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention / Claudine BOWYER-CRANE in Journal of Child Psychology and Psychiatry, 49-4 (April 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-4 (April 2008) . - p.422-432 Titre : Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention Type de document : Texte imprimé et/ou numérique Auteurs : Claudine BOWYER-CRANE, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Fiona J. DUFF, Auteur ; Elizabeth FIELDSEND, Auteur ; Kristina GOTZ, Auteur Année de publication : 2008 Article en page(s) : p.422-432 Langues : Anglais (eng) Mots-clés : Early-intervention oral-language phonological-awareness early-literacy RCT Index. décimale : PER Périodiques Résumé : Background: This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry. Methods: Following screening of 960 children, 152 children (mean age 4;09) were selected from 19 schools on the basis of poor vocabulary and verbal reasoning skills and randomly allocated to either the P + R programme or the OL programme. Both groups of children received 20 weeks of daily intervention alternating between small group and individual sessions, delivered by trained teaching assistants. Children in the P + R group received training in letter-sound knowledge, phonological awareness and book level reading skills. Children in the OL group received instruction in vocabulary, comprehension, inference generation and narrative skills. The children's progress was monitored at four time points: pre-, mid- and post-intervention, and after a 5-month delay, using measures of literacy, language and phonological awareness. Results: The data are clustered (children within schools) and robust confidence intervals are reported. At the end of the 20-week intervention programme, children in the P + R group showed an advantage over the OL group on literacy and phonological measures, while children in the OL group showed an advantage over the P + R group on measures of vocabulary and grammatical skills. These gains were maintained over a 5-month period. Conclusions: Intervention programmes designed to develop oral language skills can be delivered successfully by trained teaching assistants to children at school entry. Training using P + R fostered decoding ability whereas the OL programme improved vocabulary and grammatical skills that are foundations for reading comprehension. However, at the end of the intervention, more than 50% of at-risk children remain in need of literacy support. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01849.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention [Texte imprimé et/ou numérique] / Claudine BOWYER-CRANE, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Fiona J. DUFF, Auteur ; Elizabeth FIELDSEND, Auteur ; Kristina GOTZ, Auteur . - 2008 . - p.422-432. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-4 (April 2008) . - p.422-432 Mots-clés : Early-intervention oral-language phonological-awareness early-literacy RCT Index. décimale : PER Périodiques Résumé : Background: This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry. Methods: Following screening of 960 children, 152 children (mean age 4;09) were selected from 19 schools on the basis of poor vocabulary and verbal reasoning skills and randomly allocated to either the P + R programme or the OL programme. Both groups of children received 20 weeks of daily intervention alternating between small group and individual sessions, delivered by trained teaching assistants. Children in the P + R group received training in letter-sound knowledge, phonological awareness and book level reading skills. Children in the OL group received instruction in vocabulary, comprehension, inference generation and narrative skills. The children's progress was monitored at four time points: pre-, mid- and post-intervention, and after a 5-month delay, using measures of literacy, language and phonological awareness. Results: The data are clustered (children within schools) and robust confidence intervals are reported. At the end of the 20-week intervention programme, children in the P + R group showed an advantage over the OL group on literacy and phonological measures, while children in the OL group showed an advantage over the P + R group on measures of vocabulary and grammatical skills. These gains were maintained over a 5-month period. Conclusions: Intervention programmes designed to develop oral language skills can be delivered successfully by trained teaching assistants to children at school entry. Training using P + R fostered decoding ability whereas the OL programme improved vocabulary and grammatical skills that are foundations for reading comprehension. However, at the end of the intervention, more than 50% of at-risk children remain in need of literacy support. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01849.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

The efficacy of early language intervention in mainstream school settings: a randomized controlled trial / Silke FRICKE in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1141-1151 Titre : The efficacy of early language intervention in mainstream school settings: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Silke FRICKE, Auteur ; Kelly BURGOYNE, Auteur ; Claudine BOWYER-CRANE, Auteur ; Maria KYRIACOU, Auteur ; Alexandra ZOSIMIDOU, Auteur ; Liam MAXWELL, Auteur ; Arne LERVAG, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Article en page(s) : p.1141-1151 Langues : Anglais (eng) Mots-clés : Early intervention  language  reading  RCT design  education Index. décimale : PER Périodiques Résumé : Background Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. Methods We conducted a randomized controlled trial with 394 children in England, comparing a 30-week oral language intervention programme starting in nursery (N = 132) with a 20-week version of the same programme starting in Reception (N = 133). The intervention groups were compared to an untreated waiting control group (N = 129). The programmes were delivered by trained teaching assistants (TAs) working in the children's schools/nurseries. All testers were blind to group allocation. Results Both the 20- and 30-week programmes produced improvements on primary outcome measures of oral language skill compared to the untreated control group. Effect sizes were small to moderate (20-week programme: d = .21; 30-week programme: d = .30) immediately following the intervention and were maintained at follow-up 6 months later. The difference in improvement between the 20-week and 30-week programmes was not statistically significant. Neither programme produced statistically significant improvements in children's early word reading or reading comprehension skills (secondary outcome measures). Conclusions This study provides further evidence that oral language interventions can be delivered successfully by trained TAs to children with oral language difficulties in nursery and Reception classes. The methods evaluated have potentially important policy implications for early education. En ligne : http://dx.doi.org/10.1111/jcpp.12737 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] The efficacy of early language intervention in mainstream school settings: a randomized controlled trial [Texte imprimé et/ou numérique] / Silke FRICKE, Auteur ; Kelly BURGOYNE, Auteur ; Claudine BOWYER-CRANE, Auteur ; Maria KYRIACOU, Auteur ; Alexandra ZOSIMIDOU, Auteur ; Liam MAXWELL, Auteur ; Arne LERVAG, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - p.1141-1151. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1141-1151 Mots-clés : Early intervention  language  reading  RCT design  education Index. décimale : PER Périodiques Résumé : Background Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. Methods We conducted a randomized controlled trial with 394 children in England, comparing a 30-week oral language intervention programme starting in nursery (N = 132) with a 20-week version of the same programme starting in Reception (N = 133). The intervention groups were compared to an untreated waiting control group (N = 129). The programmes were delivered by trained teaching assistants (TAs) working in the children's schools/nurseries. All testers were blind to group allocation. Results Both the 20- and 30-week programmes produced improvements on primary outcome measures of oral language skill compared to the untreated control group. Effect sizes were small to moderate (20-week programme: d = .21; 30-week programme: d = .30) immediately following the intervention and were maintained at follow-up 6 months later. The difference in improvement between the 20-week and 30-week programmes was not statistically significant. Neither programme produced statistically significant improvements in children's early word reading or reading comprehension skills (secondary outcome measures). Conclusions This study provides further evidence that oral language interventions can be delivered successfully by trained TAs to children with oral language difficulties in nursery and Reception classes. The methods evaluated have potentially important policy implications for early education. En ligne : http://dx.doi.org/10.1111/jcpp.12737 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

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