Do infant vocabulary skills predict school-age language and literacy outcomes? / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 56-8 (August 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.848-856 Titre : Do infant vocabulary skills predict school-age language and literacy outcomes? Type de document : Texte imprimé et/ou numérique Auteurs : Fiona J. DUFF, Auteur ; Gurpreet REEN, Auteur ; Kim PLUNKETT, Auteur ; Kate NATION, Auteur Article en page(s) : p.848-856 Langues : Anglais (eng) Mots-clés : Infancy  language  reading  longitudinal studies  family history Index. décimale : PER Périodiques Résumé : Background Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Methods Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Results Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Conclusions Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level – a finding that fits well with the observation that the majority of ‘late talkers’ resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family history of language/literacy difficulties alongside infant vocabulary levels. En ligne : http://dx.doi.org/10.1111/jcpp.12378 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 [article] Do infant vocabulary skills predict school-age language and literacy outcomes? [Texte imprimé et/ou numérique] / Fiona J. DUFF, Auteur ; Gurpreet REEN, Auteur ; Kim PLUNKETT, Auteur ; Kate NATION, Auteur . - p.848-856. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-8 (August 2015) . - p.848-856 Mots-clés : Infancy  language  reading  longitudinal studies  family history Index. décimale : PER Périodiques Résumé : Background Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Methods Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Results Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Conclusions Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level – a finding that fits well with the observation that the majority of ‘late talkers’ resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to be improved when considering family history of language/literacy difficulties alongside infant vocabulary levels. En ligne : http://dx.doi.org/10.1111/jcpp.12378 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263

Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial / Kelly BURGOYNE in Journal of Child Psychology and Psychiatry, 53-10 (October 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-10 (October 2012) . - p.1044-53 Titre : Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Kelly BURGOYNE, Auteur ; Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur ; Sue BUCKLEY, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Année de publication : 2012 Article en page(s) : p.1044-53 Langues : Anglais (eng) Mots-clés : Down syndrome  early literacy  intervention  language  phonological awareness  RCT Index. décimale : PER Périodiques Résumé : Background:  This study evaluates the effects of a language and literacy intervention for children with Down syndrome. Methods:  Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two UK locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention. Results:  After 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention. Conclusions:  A TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02557.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181 [article] Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial [Texte imprimé et/ou numérique] / Kelly BURGOYNE, Auteur ; Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur ; Sue BUCKLEY, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - 2012 . - p.1044-53. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-10 (October 2012) . - p.1044-53 Mots-clés : Down syndrome  early literacy  intervention  language  phonological awareness  RCT Index. décimale : PER Périodiques Résumé : Background:  This study evaluates the effects of a language and literacy intervention for children with Down syndrome. Methods:  Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two UK locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention. Results:  After 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention. Conclusions:  A TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02557.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=181

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

Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1360-1369 Titre : Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Fiona J. DUFF, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur Article en page(s) : p.1360-1369 Langues : Anglais (eng) Mots-clés : Language disorder  reading  language  specific language impairment Index. décimale : PER Périodiques Résumé : Background Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. Methods We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of LI (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1SD below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had LI at later time points and then to classify LIs as resolving, persisting or emerging. Results Persisting preschool LIs were more severe and pervasive than resolving LIs. Language and literacy outcomes were relatively poor for those with persisting LI, and relatively good for those with resolving LI. A significant proportion of children with average language abilities in preschool had LIs that emerged in middle childhood – a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving LI groups. Children with early LIs which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late-emerging difficulties that persisted developed reading difficulties. Conclusions Children with late-emerging LI are relatively common and are hard to detect in the preschool years. Our findings show that children whose LIs persist to the point of formal literacy instruction frequently experience reading difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Fiona J. DUFF, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur . - p.1360-1369. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1360-1369 Mots-clés : Language disorder  reading  language  specific language impairment Index. décimale : PER Périodiques Résumé : Background Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. Methods We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of LI (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1SD below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had LI at later time points and then to classify LIs as resolving, persisting or emerging. Results Persisting preschool LIs were more severe and pervasive than resolving LIs. Language and literacy outcomes were relatively poor for those with persisting LI, and relatively good for those with resolving LI. A significant proportion of children with average language abilities in preschool had LIs that emerged in middle childhood – a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving LI groups. Children with early LIs which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late-emerging difficulties that persisted developed reading difficulties. Conclusions Children with late-emerging LI are relatively common and are hard to detect in the preschool years. Our findings show that children whose LIs persist to the point of formal literacy instruction frequently experience reading difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 52-1 (January 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.3-12 Titre : Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? Type de document : Texte imprimé et/ou numérique Auteurs : Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur Année de publication : 2011 Article en page(s) : p.3-12 Langues : Anglais (eng) Mots-clés : Dyslexia  education  evaluation  comprehension  intervention  reading  reading disorder Index. décimale : PER Périodiques Résumé : Background:  Two developmental reading disorders, dyslexia and reading comprehension impairment, are identified by different behavioural characteristics and traced back to different underlying cognitive impairments. Thus, reading interventions designed to address each of these reading disorders differ in content. Method:  This review summarises the nature of dyslexia and reading comprehension impairment, and current understanding of best practice in associated reading interventions. Conclusion:  There is strong evidence for the effectiveness of phonological-based reading interventions in supporting children with dyslexic difficulties, and a growing understanding of how to meet the needs of children with reading comprehension impairment, with vocabulary instruction offering a promising approach. Although the content of interventions must be tailored to an individual’s reader profile, general principles regarding the implementation and evaluation of intervention programmes can be extracted. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02310.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113 [article] Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? [Texte imprimé et/ou numérique] / Fiona J. DUFF, Auteur ; Paula J. CLARKE, Auteur . - 2011 . - p.3-12. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-1 (January 2011) . - p.3-12 Mots-clés : Dyslexia  education  evaluation  comprehension  intervention  reading  reading disorder Index. décimale : PER Périodiques Résumé : Background:  Two developmental reading disorders, dyslexia and reading comprehension impairment, are identified by different behavioural characteristics and traced back to different underlying cognitive impairments. Thus, reading interventions designed to address each of these reading disorders differ in content. Method:  This review summarises the nature of dyslexia and reading comprehension impairment, and current understanding of best practice in associated reading interventions. Conclusion:  There is strong evidence for the effectiveness of phonological-based reading interventions in supporting children with dyslexic difficulties, and a growing understanding of how to meet the needs of children with reading comprehension impairment, with vocabulary instruction offering a promising approach. Although the content of interventions must be tailored to an individual’s reader profile, general principles regarding the implementation and evaluation of intervention programmes can be extracted. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02310.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=113

Reading and language intervention for children at risk of dyslexia: a randomised controlled trial / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)  

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