Editorial: Some roads less travelled-different routes to understanding the causes of child psychopathology / Arne LERVAG in Journal of Child Psychology and Psychiatry, 61-6 (June 2020)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.625-627 Titre : Editorial: Some roads less travelled-different routes to understanding the causes of child psychopathology Type de document : Texte imprimé et/ou numérique Auteurs : Arne LERVAG, Auteur Article en page(s) : p.625-627 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The most critical issue in our field is to understand the causes of the disorders we study. What genetic and environmental risk factors result in some children developing autism, and others depression? I discussed the issue of causation in an earlier editorial (Lervåg, 2019) and anticipated that 'we will see many more studies in the Journal of Child Psychology and Psychiatry (JCPP) testing causal relationships'. My prediction is nicely borne out by studies in the current issue of the journal. En ligne : http://dx.doi.org/10.1111/jcpp.13274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426 [article] Editorial: Some roads less travelled-different routes to understanding the causes of child psychopathology [Texte imprimé et/ou numérique] / Arne LERVAG, Auteur . - p.625-627. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 61-6 (June 2020) . - p.625-627 Index. décimale : PER Périodiques Résumé : The most critical issue in our field is to understand the causes of the disorders we study. What genetic and environmental risk factors result in some children developing autism, and others depression? I discussed the issue of causation in an earlier editorial (Lervåg, 2019) and anticipated that 'we will see many more studies in the Journal of Child Psychology and Psychiatry (JCPP) testing causal relationships'. My prediction is nicely borne out by studies in the current issue of the journal. En ligne : http://dx.doi.org/10.1111/jcpp.13274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426

Improving language comprehension in preschool children with language difficulties: a cluster randomized trial / Åste M. HAGEN 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.1132-1140 Titre : Improving language comprehension in preschool children with language difficulties: a cluster randomized trial Type de document : Texte imprimé et/ou numérique Auteurs : Åste M. HAGEN, Auteur ; Monica MELBY-LERVÅG, Auteur ; Arne LERVAG, Auteur Article en page(s) : p.1132-1140 Langues : Anglais (eng) Mots-clés : Language difficulties  vocabulary  language comprehension  randomized trial Index. décimale : PER Périodiques Résumé : Background Children with language comprehension difficulties are at risk of educational and social problems, which in turn impede employment prospects in adulthood. However, few randomized trials have examined how such problems can be ameliorated during the preschool years. Methods We conducted a cluster randomized trial in 148 preschool classrooms. Our intervention targeted language comprehension skills and lasted 1 year and 1 month, with five blocks of 6 weeks and intervention three times per week (about 75 min per week). Effects were assessed on a range of measures of language performance. Results Immediately after the intervention, there were moderate effects on both near, intermediate and distal measures of language performance. At delayed follow-up (7 months after the intervention), these reliable effects remained for the distal measures. Conclusions It is possible to intervene in classroom settings to improve the language comprehension skills of children with language difficulties. However, it appears that such interventions need to be intensive and prolonged. En ligne : http://dx.doi.org/10.1111/jcpp.12762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] Improving language comprehension in preschool children with language difficulties: a cluster randomized trial [Texte imprimé et/ou numérique] / Åste M. HAGEN, Auteur ; Monica MELBY-LERVÅG, Auteur ; Arne LERVAG, Auteur . - p.1132-1140. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1132-1140 Mots-clés : Language difficulties  vocabulary  language comprehension  randomized trial Index. décimale : PER Périodiques Résumé : Background Children with language comprehension difficulties are at risk of educational and social problems, which in turn impede employment prospects in adulthood. However, few randomized trials have examined how such problems can be ameliorated during the preschool years. Methods We conducted a cluster randomized trial in 148 preschool classrooms. Our intervention targeted language comprehension skills and lasted 1 year and 1 month, with five blocks of 6 weeks and intervention three times per week (about 75 min per week). Effects were assessed on a range of measures of language performance. Results Immediately after the intervention, there were moderate effects on both near, intermediate and distal measures of language performance. At delayed follow-up (7 months after the intervention), these reliable effects remained for the distal measures. Conclusions It is possible to intervene in classroom settings to improve the language comprehension skills of children with language difficulties. However, it appears that such interventions need to be intensive and prolonged. En ligne : http://dx.doi.org/10.1111/jcpp.12762 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

Oral language enrichment in preschool improves children's language skills: a cluster randomised controlled trial / Arne LERVAG ; Julia M. H. BIRCHENOUGH ; Caroline KORELL ; Mariela RIOS DIAZ ; Mihaela DUTA ; Denise CRIPPS ; Rachel GARDNER ; Caroline FAIRHURST ; Charles HULME in Journal of Child Psychology and Psychiatry, 65-8 (August 2024)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 65-8 (August 2024) . - p.1087-1097 Titre : Oral language enrichment in preschool improves children's language skills: a cluster randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Arne LERVAG, Auteur ; Julia M. H. BIRCHENOUGH, Auteur ; Caroline KORELL, Auteur ; Mariela RIOS DIAZ, Auteur ; Mihaela DUTA, Auteur ; Denise CRIPPS, Auteur ; Rachel GARDNER, Auteur ; Caroline FAIRHURST, Auteur ; Charles HULME, Auteur Article en page(s) : p.1087-1097 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background Oral language skills provide the foundation for formal education, yet many children enter school with language weaknesses. This study evaluated the efficacy of a new language enrichment programme, the Nuffield Early Language Intervention-Preschool (NELI Preschool), delivered to children in the year before they enter formal education. Methods We conducted a preregistered cluster randomised controlled trial in 65 nursery schools in England (https://doi.org/10.1186/ISRCTN29838552). NELI Preschool consists of a 20-week whole-class language enrichment programme delivered by a teacher each day for 20?min. In addition, children with the weakest language skills in each class are allocated to receive additional targeted support delivered by classroom assistants (whole-class?+?targeted). The language skills of all children (n = 1,586) in participating classrooms were assessed using the LanguageScreen automated app (https://oxedandassessment.com/languagescreen/). Settings were then randomly allocated to an intervention or control group. The children with the weakest language in each class (whole-class + targeted children n = 438), along with four randomly selected children in each class allocated to the whole-class only programme (n = 288) were individually tested on a range of language measures. Results Children receiving NELI Preschool made larger gains than children in the control group on an oral language latent variable (whole-class children d = .26; whole-class + targeted children d = .16). Conclusions This study provides good evidence that whole-class intervention delivered in preschool can produce educationally significant improvements in children's language skills. The intervention is scaleable and relatively low cost. These findings have important implications for educational and social policy. En ligne : https://doi.org/10.1111/jcpp.13947 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532 [article] Oral language enrichment in preschool improves children's language skills: a cluster randomised controlled trial [Texte imprimé et/ou numérique] / Arne LERVAG, Auteur ; Julia M. H. BIRCHENOUGH, Auteur ; Caroline KORELL, Auteur ; Mariela RIOS DIAZ, Auteur ; Mihaela DUTA, Auteur ; Denise CRIPPS, Auteur ; Rachel GARDNER, Auteur ; Caroline FAIRHURST, Auteur ; Charles HULME, Auteur . - p.1087-1097. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 65-8 (August 2024) . - p.1087-1097 Index. décimale : PER Périodiques Résumé : Background Oral language skills provide the foundation for formal education, yet many children enter school with language weaknesses. This study evaluated the efficacy of a new language enrichment programme, the Nuffield Early Language Intervention-Preschool (NELI Preschool), delivered to children in the year before they enter formal education. Methods We conducted a preregistered cluster randomised controlled trial in 65 nursery schools in England (https://doi.org/10.1186/ISRCTN29838552). NELI Preschool consists of a 20-week whole-class language enrichment programme delivered by a teacher each day for 20?min. In addition, children with the weakest language skills in each class are allocated to receive additional targeted support delivered by classroom assistants (whole-class?+?targeted). The language skills of all children (n = 1,586) in participating classrooms were assessed using the LanguageScreen automated app (https://oxedandassessment.com/languagescreen/). Settings were then randomly allocated to an intervention or control group. The children with the weakest language in each class (whole-class + targeted children n = 438), along with four randomly selected children in each class allocated to the whole-class only programme (n = 288) were individually tested on a range of language measures. Results Children receiving NELI Preschool made larger gains than children in the control group on an oral language latent variable (whole-class children d = .26; whole-class + targeted children d = .16). Conclusions This study provides good evidence that whole-class intervention delivered in preschool can produce educationally significant improvements in children's language skills. The intervention is scaleable and relatively low cost. These findings have important implications for educational and social policy. En ligne : https://doi.org/10.1111/jcpp.13947 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=532

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

Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners / Arne LERVAG in Journal of Child Psychology and Psychiatry, 51-5 (May 2010)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 51-5 (May 2010) . - p.612-620 Titre : Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners Type de document : Texte imprimé et/ou numérique Auteurs : Arne LERVAG, Auteur ; Vibeke GROVER AUKRUST, Auteur Année de publication : 2010 Article en page(s) : p.612-620 Langues : Anglais (eng) Mots-clés : Reading language comprehension educational-psychology Index. décimale : PER Périodiques Résumé : Background: This study examines the role of decoding and vocabulary skills as longitudinal predictors of reading comprehension in young first (L1) and second (L2) language learners. Methods: Two-group latent growth models were used to assess differences in growth and predictions of growth between the 198 L1 and 90 L2 language learners. Results: L1 learners had better initial reading comprehension skills and faster growth in these skills over time. Individual differences in decoding and vocabulary predicted initial reading comprehension skills, but only vocabulary predicted the subsequent growth of reading comprehension skills. Vocabulary seemed to be a stronger predictor of growth in reading comprehension among the L2 learners than among the L1 learners. Conclusions: Vocabulary appears to be a critical predictor of the early development of reading comprehension skills in both L1 and L2 learners. The limitations in vocabulary skills in the L2 learners seemed sufficient to explain their lag in developing reading comprehension skills, and this suggests that oral vocabulary training should be given a high priority in this group. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02185.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 [article] Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners [Texte imprimé et/ou numérique] / Arne LERVAG, Auteur ; Vibeke GROVER AUKRUST, Auteur . - 2010 . - p.612-620. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 51-5 (May 2010) . - p.612-620 Mots-clés : Reading language comprehension educational-psychology Index. décimale : PER Périodiques Résumé : Background: This study examines the role of decoding and vocabulary skills as longitudinal predictors of reading comprehension in young first (L1) and second (L2) language learners. Methods: Two-group latent growth models were used to assess differences in growth and predictions of growth between the 198 L1 and 90 L2 language learners. Results: L1 learners had better initial reading comprehension skills and faster growth in these skills over time. Individual differences in decoding and vocabulary predicted initial reading comprehension skills, but only vocabulary predicted the subsequent growth of reading comprehension skills. Vocabulary seemed to be a stronger predictor of growth in reading comprehension among the L2 learners than among the L1 learners. Conclusions: Vocabulary appears to be a critical predictor of the early development of reading comprehension skills in both L1 and L2 learners. The limitations in vocabulary skills in the L2 learners seemed sufficient to explain their lag in developing reading comprehension skills, and this suggests that oral vocabulary training should be given a high priority in this group. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02185.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101

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