Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial / G. WEST in Journal of Child Psychology and Psychiatry, 62-12 (December 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434 Titre : Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : G. WEST, Auteur ; M. J. SNOWLING, Auteur ; A. LERVAG, Auteur ; E. BUCHANAN-WORSTER, Auteur ; M. DUTA, Auteur ; A. HALL, Auteur ; H. MCLACHLAN, Auteur ; C. HULME, Auteur Article en page(s) : p.1425-1434 Langues : Anglais (eng) Mots-clés : Child  Early Intervention, Educational  Humans  Language  Language Development Disorders  Language Tests  Schools  Rct  education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N?=?5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d?=?.26) and on the school-administered automated assessment of receptive and expressive language skills (d?=?.32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial [Texte imprimé et/ou numérique] / G. WEST, Auteur ; M. J. SNOWLING, Auteur ; A. LERVAG, Auteur ; E. BUCHANAN-WORSTER, Auteur ; M. DUTA, Auteur ; A. HALL, Auteur ; H. MCLACHLAN, Auteur ; C. HULME, Auteur . - p.1425-1434. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-12 (December 2021) . - p.1425-1434 Mots-clés : Child  Early Intervention, Educational  Humans  Language  Language Development Disorders  Language Tests  Schools  Rct  education Index. décimale : PER Périodiques Résumé : BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20-week oral language intervention or a business-as-usual control group. All classes (N?=?5,879 children) in participating schools were screened by school staff using an automated App to assess children's oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group. RESULTS: Children receiving the NELI programme made significantly larger gains than the business-as-usual control group on a latent variable reflecting standardized measures of language ability (d?=?.26) and on the school-administered automated assessment of receptive and expressive language skills (d?=?.32). The effects of intervention did not vary as a function of home language background or gender. CONCLUSIONS: This study provides strong evidence for the effectiveness of a school-based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school-based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy. En ligne : http://dx.doi.org/10.1111/jcpp.13415 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial / Kelly BURGOYNE in Journal of Child Psychology and Psychiatry, 59-5 (May 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-5 (May 2018) . - p.545-555 Titre : Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Kelly BURGOYNE, Auteur ; R. GARDNER, Auteur ; H. WHITELEY, Auteur ; M. J. SNOWLING, Auteur ; C. HULME, Auteur Article en page(s) : p.545-555 Langues : Anglais (eng) Mots-clés : Language  early literacy  education  motor skills  parents  randomised controlled trial Index. décimale : PER Périodiques Résumé : BACKGROUND: It is widely believed that increasing parental involvement can improve children's educational outcomes although we lack good evidence for such claims. This study evaluated the effectiveness of a parent-delivered early language enrichment programme. METHODS: We conducted a randomised controlled trial (RCT) with 208 preschool children and their parents living in socially diverse areas in the United Kingdom. Families were allocated to an oral language programme (N = 103) or an active control programme targeting motor skills (N = 105). Parents delivered the programmes to their child at home in daily 20-min sessions over 30 weeks of teaching. RESULTS: Children receiving the language programme made significantly larger gains in language (d = .21) and narrative skills (d = .36) than children receiving the motor skills programme at immediate posttest. Effects on language were maintained 6 months later (d = .34), and at this point, the language group also scored higher on tests of early literacy (d values=.35 and .42). There was no evidence that the movement programme improved motor skills. CONCLUSIONS: This study provides evidence for the effectiveness of a parent-delivered language enrichment programme. Further large-scale evaluations of the programme are needed to confirm and extend these findings. En ligne : http://dx.doi.org/10.1111/jcpp.12819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359 [article] Evaluation of a parent-delivered early language enrichment programme: evidence from a randomised controlled trial [Texte imprimé et/ou numérique] / Kelly BURGOYNE, Auteur ; R. GARDNER, Auteur ; H. WHITELEY, Auteur ; M. J. SNOWLING, Auteur ; C. HULME, Auteur . - p.545-555. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-5 (May 2018) . - p.545-555 Mots-clés : Language  early literacy  education  motor skills  parents  randomised controlled trial Index. décimale : PER Périodiques Résumé : BACKGROUND: It is widely believed that increasing parental involvement can improve children's educational outcomes although we lack good evidence for such claims. This study evaluated the effectiveness of a parent-delivered early language enrichment programme. METHODS: We conducted a randomised controlled trial (RCT) with 208 preschool children and their parents living in socially diverse areas in the United Kingdom. Families were allocated to an oral language programme (N = 103) or an active control programme targeting motor skills (N = 105). Parents delivered the programmes to their child at home in daily 20-min sessions over 30 weeks of teaching. RESULTS: Children receiving the language programme made significantly larger gains in language (d = .21) and narrative skills (d = .36) than children receiving the motor skills programme at immediate posttest. Effects on language were maintained 6 months later (d = .34), and at this point, the language group also scored higher on tests of early literacy (d values=.35 and .42). There was no evidence that the movement programme improved motor skills. CONCLUSIONS: This study provides evidence for the effectiveness of a parent-delivered language enrichment programme. Further large-scale evaluations of the programme are needed to confirm and extend these findings. En ligne : http://dx.doi.org/10.1111/jcpp.12819 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=359

Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes / K. A. PETTIGREW in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 8-1 (December 2016) . - p.24 Titre : Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes Type de document : Texte imprimé et/ou numérique Auteurs : K. A. PETTIGREW, Auteur ; E. FRINTON, Auteur ; R. NUDEL, Auteur ; M. T. M. CHAN, Auteur ; P. THOMPSON, Auteur ; M. E. HAYIOU-THOMAS, Auteur ; J. B. TALCOTT, Auteur ; J. STEIN, Auteur ; A. P. MONACO, Auteur ; C. HULME, Auteur ; M. J. SNOWLING, Auteur ; D. F. NEWBURY, Auteur ; S. PARACCHINI, Auteur Article en page(s) : p.24 Langues : Anglais (eng) Mots-clés : Candidate gene  Dyslexia  Genetic association  Language impairment  Parent-of-origin Index. décimale : PER Périodiques Résumé : BACKGROUND: Specific language impairment (SLI) is a common neurodevelopmental disorder, observed in 5-10 % of children. Family and twin studies suggest a strong genetic component, but relatively few candidate genes have been reported to date. A recent genome-wide association study (GWAS) described the first statistically significant association specifically for a SLI cohort between a missense variant (rs4280164) in the NOP9 gene and language-related phenotypes under a parent-of-origin model. Replications of these findings are particularly challenging because the availability of parental DNA is required. METHODS: We used two independent family-based cohorts characterised with reading- and language-related traits: a longitudinal cohort (n = 106 informative families) including children with language and reading difficulties and a nuclear family cohort (n = 264 families) selected for dyslexia. RESULTS: We observed association with language-related measures when modelling for parent-of-origin effects at the NOP9 locus in both cohorts: minimum P = 0.001 for phonological awareness with a paternal effect in the first cohort and minimum P = 0.0004 for irregular word reading with a maternal effect in the second cohort. Allelic and parental trends were not consistent when compared to the original study. CONCLUSIONS: A parent-of-origin effect at this locus was detected in both cohorts, albeit with different trends. These findings contribute in interpreting the original GWAS report and support further investigations of the NOP9 locus and its role in language-related traits. A systematic evaluation of parent-of-origin effects in genetic association studies has the potential to reveal novel mechanisms underlying complex traits. En ligne : http://dx.doi.org/10.1186/s11689-016-9157-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=349 [article] Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes [Texte imprimé et/ou numérique] / K. A. PETTIGREW, Auteur ; E. FRINTON, Auteur ; R. NUDEL, Auteur ; M. T. M. CHAN, Auteur ; P. THOMPSON, Auteur ; M. E. HAYIOU-THOMAS, Auteur ; J. B. TALCOTT, Auteur ; J. STEIN, Auteur ; A. P. MONACO, Auteur ; C. HULME, Auteur ; M. J. SNOWLING, Auteur ; D. F. NEWBURY, Auteur ; S. PARACCHINI, Auteur . - p.24. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 8-1 (December 2016) . - p.24 Mots-clés : Candidate gene  Dyslexia  Genetic association  Language impairment  Parent-of-origin Index. décimale : PER Périodiques Résumé : BACKGROUND: Specific language impairment (SLI) is a common neurodevelopmental disorder, observed in 5-10 % of children. Family and twin studies suggest a strong genetic component, but relatively few candidate genes have been reported to date. A recent genome-wide association study (GWAS) described the first statistically significant association specifically for a SLI cohort between a missense variant (rs4280164) in the NOP9 gene and language-related phenotypes under a parent-of-origin model. Replications of these findings are particularly challenging because the availability of parental DNA is required. METHODS: We used two independent family-based cohorts characterised with reading- and language-related traits: a longitudinal cohort (n = 106 informative families) including children with language and reading difficulties and a nuclear family cohort (n = 264 families) selected for dyslexia. RESULTS: We observed association with language-related measures when modelling for parent-of-origin effects at the NOP9 locus in both cohorts: minimum P = 0.001 for phonological awareness with a paternal effect in the first cohort and minimum P = 0.0004 for irregular word reading with a maternal effect in the second cohort. Allelic and parental trends were not consistent when compared to the original study. CONCLUSIONS: A parent-of-origin effect at this locus was detected in both cohorts, albeit with different trends. These findings contribute in interpreting the original GWAS report and support further investigations of the NOP9 locus and its role in language-related traits. A systematic evaluation of parent-of-origin effects in genetic association studies has the potential to reveal novel mechanisms underlying complex traits. En ligne : http://dx.doi.org/10.1186/s11689-016-9157-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=349

Understanding comorbidity of learning disorders: task-dependent estimates of prevalence / K. MOLL in Journal of Child Psychology and Psychiatry, 60-3 (March 2019)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 60-3 (March 2019) . - p.286-294 Titre : Understanding comorbidity of learning disorders: task-dependent estimates of prevalence Type de document : Texte imprimé et/ou numérique Auteurs : K. MOLL, Auteur ; K. LANDERL, Auteur ; M. J. SNOWLING, Auteur ; G. SCHULTE-KORNE, Auteur Article en page(s) : p.286-294 Langues : Anglais (eng) Mots-clés : Comorbidity  language skills  mathematics disorder  reading disorder  shared risk factor  symptom overlap Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading disorder (RD) and mathematics disorder (MD) frequently co-occur. However, the exact comorbidity rates differ largely between studies. Given that MD is characterised by high heterogeneity on the symptom level, differences in comorbidity rates may result from different mathematical subskills used to define MD. Comorbidity rates with RD are likely to be higher when MD is measured by mathematical subskills that do not only build on number processing, but also require language (i.e. arithmetic fluency), than when measured by magnitude processing skills. METHODS: The association between literacy, arithmetic fluency and magnitude processing as well as the overlap between deficits in these domains were assessed in a representative sample of 1,454 third Graders. RESULTS: Associations were significantly higher between literacy and arithmetic, than between literacy and magnitude processing. This was also reflected in comorbidity rates: comorbidity rates between literacy and arithmetic deficits were four times higher than expected by chance, whereas comorbidity rates between literacy and magnitude processing deficits did not exceed chance rate. Deficits in the two mathematical subskills showed some overlap, but also revealed dissociations, corroborating the high heterogeneity of MD. Results are interpreted within a multiple-deficit framework and implications for diagnosis and intervention are discussed. CONCLUSIONS: The overlap between RD and MD depends on the subskills used to define MD. Due to shared domain-general factors mathematical subskills that draw on language skills are more strongly associated with literacy than those that do not require language. The findings further indicate that the same symptom, such as deficits in arithmetic, can be associated with different cognitive deficits, a deficit in language skills or a deficit in number processing. En ligne : https://dx.doi.org/10.1111/jcpp.12965 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385 [article] Understanding comorbidity of learning disorders: task-dependent estimates of prevalence [Texte imprimé et/ou numérique] / K. MOLL, Auteur ; K. LANDERL, Auteur ; M. J. SNOWLING, Auteur ; G. SCHULTE-KORNE, Auteur . - p.286-294. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 60-3 (March 2019) . - p.286-294 Mots-clés : Comorbidity  language skills  mathematics disorder  reading disorder  shared risk factor  symptom overlap Index. décimale : PER Périodiques Résumé : BACKGROUND: Reading disorder (RD) and mathematics disorder (MD) frequently co-occur. However, the exact comorbidity rates differ largely between studies. Given that MD is characterised by high heterogeneity on the symptom level, differences in comorbidity rates may result from different mathematical subskills used to define MD. Comorbidity rates with RD are likely to be higher when MD is measured by mathematical subskills that do not only build on number processing, but also require language (i.e. arithmetic fluency), than when measured by magnitude processing skills. METHODS: The association between literacy, arithmetic fluency and magnitude processing as well as the overlap between deficits in these domains were assessed in a representative sample of 1,454 third Graders. RESULTS: Associations were significantly higher between literacy and arithmetic, than between literacy and magnitude processing. This was also reflected in comorbidity rates: comorbidity rates between literacy and arithmetic deficits were four times higher than expected by chance, whereas comorbidity rates between literacy and magnitude processing deficits did not exceed chance rate. Deficits in the two mathematical subskills showed some overlap, but also revealed dissociations, corroborating the high heterogeneity of MD. Results are interpreted within a multiple-deficit framework and implications for diagnosis and intervention are discussed. CONCLUSIONS: The overlap between RD and MD depends on the subskills used to define MD. Due to shared domain-general factors mathematical subskills that draw on language skills are more strongly associated with literacy than those that do not require language. The findings further indicate that the same symptom, such as deficits in arithmetic, can be associated with different cognitive deficits, a deficit in language skills or a deficit in number processing. En ligne : https://dx.doi.org/10.1111/jcpp.12965 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=385

Why do children read more? The influence of reading ability on voluntary reading practices / E. VAN BERGEN in Journal of Child Psychology and Psychiatry, 59-11 (November 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1205-1214 Titre : Why do children read more? The influence of reading ability on voluntary reading practices Type de document : Texte imprimé et/ou numérique Auteurs : E. VAN BERGEN, Auteur ; M. J. SNOWLING, Auteur ; E. L. DE ZEEUW, Auteur ; C. E. M. VAN BEIJSTERVELDT, Auteur ; C. V. DOLAN, Auteur ; Dorret I. BOOMSMA, Auteur Article en page(s) : p.1205-1214 Langues : Anglais (eng) Mots-clés : Direction of causality models  behaviour-genetics  causal modelling  print exposure  reading skills  twin studies Index. décimale : PER Périodiques Résumé : BACKGROUND: This study investigates the causal relationships between reading and print exposure and investigates whether the amount children read outside school determines how well they read, or vice versa. Previous findings from behavioural studies suggest that reading predicts print exposure. Here, we use twin-data and apply the behaviour-genetic approach of direction of causality modelling, suggested by Heath et al. (), to investigate the causal relationships between these two traits. METHOD: Partial data were available for a large sample of twin children (N = 11,559) and 262 siblings, all enrolled in the Netherlands Twin Register. Children were assessed around 7.5 years of age. Mothers completed questionnaires reporting children's time spent on reading activities and reading ability. Additional information on reading ability was available through teacher ratings and performance on national reading tests. For siblings reading test, results were available. RESULTS: The reading ability of the twins was comparable to that of the siblings and national norms, showing that twin findings can be generalized to the population. A measurement model was specified with two latent variables, Reading Ability and Print Exposure, which correlated .41. Heritability analyses showed that Reading Ability was highly heritable, while genetic and environmental influences were equally important for Print Exposure. We exploited the fact that the two constructs differ in genetic architecture and fitted direction of causality models. The results supported a causal relationship running from Reading Ability to Print Exposure. CONCLUSIONS: How much and how well children read are moderately correlated. Individual differences in print exposure are less heritable than individual differences in reading ability. Importantly, the present results suggest that it is the children's reading ability that determines how much they choose to read, rather than vice versa. En ligne : http://dx.doi.org/10.1111/jcpp.12910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Why do children read more? The influence of reading ability on voluntary reading practices [Texte imprimé et/ou numérique] / E. VAN BERGEN, Auteur ; M. J. SNOWLING, Auteur ; E. L. DE ZEEUW, Auteur ; C. E. M. VAN BEIJSTERVELDT, Auteur ; C. V. DOLAN, Auteur ; Dorret I. BOOMSMA, Auteur . - p.1205-1214. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-11 (November 2018) . - p.1205-1214 Mots-clés : Direction of causality models  behaviour-genetics  causal modelling  print exposure  reading skills  twin studies Index. décimale : PER Périodiques Résumé : BACKGROUND: This study investigates the causal relationships between reading and print exposure and investigates whether the amount children read outside school determines how well they read, or vice versa. Previous findings from behavioural studies suggest that reading predicts print exposure. Here, we use twin-data and apply the behaviour-genetic approach of direction of causality modelling, suggested by Heath et al. (), to investigate the causal relationships between these two traits. METHOD: Partial data were available for a large sample of twin children (N = 11,559) and 262 siblings, all enrolled in the Netherlands Twin Register. Children were assessed around 7.5 years of age. Mothers completed questionnaires reporting children's time spent on reading activities and reading ability. Additional information on reading ability was available through teacher ratings and performance on national reading tests. For siblings reading test, results were available. RESULTS: The reading ability of the twins was comparable to that of the siblings and national norms, showing that twin findings can be generalized to the population. A measurement model was specified with two latent variables, Reading Ability and Print Exposure, which correlated .41. Heritability analyses showed that Reading Ability was highly heritable, while genetic and environmental influences were equally important for Print Exposure. We exploited the fact that the two constructs differ in genetic architecture and fitted direction of causality models. The results supported a causal relationship running from Reading Ability to Print Exposure. CONCLUSIONS: How much and how well children read are moderately correlated. Individual differences in print exposure are less heritable than individual differences in reading ability. Importantly, the present results suggest that it is the children's reading ability that determines how much they choose to read, rather than vice versa. En ligne : http://dx.doi.org/10.1111/jcpp.12910 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

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