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

Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis / Enrica DONOLATO in Journal of Child Psychology and Psychiatry, 63-5 (May 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.507-518 Titre : Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : Enrica DONOLATO, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Monica MELBY-LERVÅG, Auteur Article en page(s) : p.507-518 Langues : Anglais (eng) Mots-clés : Child  Humans  Language Development Disorders/diagnosis  Specific Learning Disorder  Specific learning disorders  externalizing problems  internalizing problems  language disorders  meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: Some studies suggest that children with language and learning disorders (LLDs) show more internalizing and externalizing problems than their peers. However, the available evidence remains inconsistent, especially regarding the conditions under which these psychological problems occur. METHODS: We performed a meta-analysis of studies comparing children with LLDs and controls on internalizing (53 independent samples, 135 effect sizes) and externalizing problems (37 independent samples, 61 effect sizes) separately. RESULTS: Children with LLDs showed higher internalizing (Hedges' g=0.36) and externalizing problems (Hedges' g=0.42) than controls did. The group standardized difference in internalizing problems was moderated by the primary disorder, with children with language disorders showing more internalizing problems than those with reading disorders. The severity of the primary disorder, IQ, and age did not moderate Hedge's g between children with LLDs and controls in internalizing and externalizing outcomes. The same pattern was found for gender as a moderator of Hedge's g in internalizing problems, while findings for externalizing problems were inconclusive. The results were consistent when methodological variables were assessed, also for informant, sample size, and geographical area. Clinical samples with LLDs reported higher internalizing problems respect to those with difficulties, but findings on externalizing outcomes were limited. Similarly, results on the presence of additional symptoms in learning and language, self-concept, and socioeconomic status were inconclusive, as few studies reported this information. Results were robust when publication bias, publication year, and study quality were assessed. CONCLUSIONS: There is evidence that children with LLDs report higher internalizing and externalizing problems than controls do. Children with language disorders seemed more vulnerable to report more internalizing problems, and clinical samples reported higher problems than those with difficulties. For clinical practice, assessment and interventions should target socioemotional skills to support the psychological well-being of children with LLDs. En ligne : http://dx.doi.org/10.1111/jcpp.13536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis [Texte imprimé et/ou numérique] / Enrica DONOLATO, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Monica MELBY-LERVÅG, Auteur . - p.507-518. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-5 (May 2022) . - p.507-518 Mots-clés : Child  Humans  Language Development Disorders/diagnosis  Specific Learning Disorder  Specific learning disorders  externalizing problems  internalizing problems  language disorders  meta-analysis Index. décimale : PER Périodiques Résumé : BACKGROUND: Some studies suggest that children with language and learning disorders (LLDs) show more internalizing and externalizing problems than their peers. However, the available evidence remains inconsistent, especially regarding the conditions under which these psychological problems occur. METHODS: We performed a meta-analysis of studies comparing children with LLDs and controls on internalizing (53 independent samples, 135 effect sizes) and externalizing problems (37 independent samples, 61 effect sizes) separately. RESULTS: Children with LLDs showed higher internalizing (Hedges' g=0.36) and externalizing problems (Hedges' g=0.42) than controls did. The group standardized difference in internalizing problems was moderated by the primary disorder, with children with language disorders showing more internalizing problems than those with reading disorders. The severity of the primary disorder, IQ, and age did not moderate Hedge's g between children with LLDs and controls in internalizing and externalizing outcomes. The same pattern was found for gender as a moderator of Hedge's g in internalizing problems, while findings for externalizing problems were inconclusive. The results were consistent when methodological variables were assessed, also for informant, sample size, and geographical area. Clinical samples with LLDs reported higher internalizing problems respect to those with difficulties, but findings on externalizing outcomes were limited. Similarly, results on the presence of additional symptoms in learning and language, self-concept, and socioeconomic status were inconclusive, as few studies reported this information. Results were robust when publication bias, publication year, and study quality were assessed. CONCLUSIONS: There is evidence that children with LLDs report higher internalizing and externalizing problems than controls do. Children with language disorders seemed more vulnerable to report more internalizing problems, and clinical samples reported higher problems than those with difficulties. For clinical practice, assessment and interventions should target socioemotional skills to support the psychological well-being of children with LLDs. En ligne : http://dx.doi.org/10.1111/jcpp.13536 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

The intergenerational impact of mothers and fathers on children's word reading development / Germán GRANDE in Journal of Child Psychology and Psychiatry, 66-7 (July 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-7 (July 2025) . - p.946-955 Titre : The intergenerational impact of mothers and fathers on children's word reading development Type de document : Texte imprimé et/ou numérique Auteurs : Germán GRANDE, Auteur ; Tonje AMLAND, Auteur ; Elsje VAN BERGEN, Auteur ; Monica MELBY-LERVÅG, Auteur ; Arne LERVAG, Auteur Article en page(s) : p.946-955 Langues : Anglais (eng) Mots-clés : Intergenerational transmission  reading environment  home literacy  reading development  genetic confounding Index. décimale : PER Périodiques Résumé : Background Numerous studies have investigated the associations between the home literacy environment (HLE) and children's word reading skills. However, these associations may partly reflect shared genetic factors since parents provide both the reading environment and their child's genetic predisposition to reading. Hence, the relationship between the HLE and children's reading is genetically confounded. To address this, parents' reading abilities have been suggested as a covariate, serving as a proxy for genetic transmission. The few studies that have incorporated this covariate control have made no distinction between the HLE reported by each parent or controlled for different skills in parents and children. We predicted children's reading development over time by the reading abilities of both parents as covariates and both parents' self-reported HLE as predictors. Methods We analyzed data from 242 unrelated children, 193 mothers, and 144 fathers. Children's word reading was assessed in Grades 1 and 3, and parents' word reading was assessed on a single occasion. Predictors of children's reading development included literacy resources and shared reading activities. Results Children's reading in Grade 3 was predicted by mothers' engagement in reading activities and by literacy resources at home, even after controlling for the genetic proxy of parental reading abilities. The longitudinal rate of change from Grades 1 to 3 was not associated with the HLE or parental reading. Conclusions Our finding that parental reading skills predicted children's word reading beyond children's initial word reading underscores the importance of considering genetic confounding in research on the home environment. Beyond parental reading abilities, children's skills were predicted by literacy resources in the home and by how often mothers engage in reading activities with their children. This suggests true environmental effects. En ligne : https://doi.org/10.1111/jcpp.14107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=562 [article] The intergenerational impact of mothers and fathers on children's word reading development [Texte imprimé et/ou numérique] / Germán GRANDE, Auteur ; Tonje AMLAND, Auteur ; Elsje VAN BERGEN, Auteur ; Monica MELBY-LERVÅG, Auteur ; Arne LERVAG, Auteur . - p.946-955. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-7 (July 2025) . - p.946-955 Mots-clés : Intergenerational transmission  reading environment  home literacy  reading development  genetic confounding Index. décimale : PER Périodiques Résumé : Background Numerous studies have investigated the associations between the home literacy environment (HLE) and children's word reading skills. However, these associations may partly reflect shared genetic factors since parents provide both the reading environment and their child's genetic predisposition to reading. Hence, the relationship between the HLE and children's reading is genetically confounded. To address this, parents' reading abilities have been suggested as a covariate, serving as a proxy for genetic transmission. The few studies that have incorporated this covariate control have made no distinction between the HLE reported by each parent or controlled for different skills in parents and children. We predicted children's reading development over time by the reading abilities of both parents as covariates and both parents' self-reported HLE as predictors. Methods We analyzed data from 242 unrelated children, 193 mothers, and 144 fathers. Children's word reading was assessed in Grades 1 and 3, and parents' word reading was assessed on a single occasion. Predictors of children's reading development included literacy resources and shared reading activities. Results Children's reading in Grade 3 was predicted by mothers' engagement in reading activities and by literacy resources at home, even after controlling for the genetic proxy of parental reading abilities. The longitudinal rate of change from Grades 1 to 3 was not associated with the HLE or parental reading. Conclusions Our finding that parental reading skills predicted children's word reading beyond children's initial word reading underscores the importance of considering genetic confounding in research on the home environment. Beyond parental reading abilities, children's skills were predicted by literacy resources in the home and by how often mothers engage in reading activities with their children. This suggests true environmental effects. En ligne : https://doi.org/10.1111/jcpp.14107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=562

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