[article]
| Titre : |
Do early gains deliver lasting impact? Understanding why long-term effects of language intervention fade out |
| Type de document : |
texte imprimé |
| Auteurs : |
Saloni KRISHNAN, Auteur ; Kristina MOLL, Auteur |
| Article en page(s) : |
p.309-311 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Language intervention follow-up long-term effects |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Early oral language interventions boost children's language skills, yet we know strikingly little about whether these gains endure. The handful of long-term follow-up studies available suggest that even high-quality language interventions show substantial fade-out. This gap in our evidence base has real consequences for families and for policy, especially as demand for language support continues to rise. We suggest that long-term impact might depend on three levels: characteristics of the intervention (e.g. breadth, instructional approach, and fidelity), features of the learning environment (e.g. classroom ethos, continuity of support, and language resources available) and child-specific factors (e.g. children's cognitive profiles). We call on funders and researchers to prioritise the routine capture of long-term outcomes and to invest in identifying the mechanisms and tools that could drive sustained improvement (e.g. regular booster sessions). We feel this is a critical priority for future research, as it would help us design support that genuinely shifts developmental trajectories. |
| En ligne : |
https://doi.org/10.1111/jcpp.70105 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 |
in Journal of Child Psychology and Psychiatry > 67-3 (March 2026) . - p.309-311
[article] Do early gains deliver lasting impact? Understanding why long-term effects of language intervention fade out [texte imprimé] / Saloni KRISHNAN, Auteur ; Kristina MOLL, Auteur . - p.309-311. Langues : Anglais ( eng) in Journal of Child Psychology and Psychiatry > 67-3 (March 2026) . - p.309-311
| Mots-clés : |
Language intervention follow-up long-term effects |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Early oral language interventions boost children's language skills, yet we know strikingly little about whether these gains endure. The handful of long-term follow-up studies available suggest that even high-quality language interventions show substantial fade-out. This gap in our evidence base has real consequences for families and for policy, especially as demand for language support continues to rise. We suggest that long-term impact might depend on three levels: characteristics of the intervention (e.g. breadth, instructional approach, and fidelity), features of the learning environment (e.g. classroom ethos, continuity of support, and language resources available) and child-specific factors (e.g. children's cognitive profiles). We call on funders and researchers to prioritise the routine capture of long-term outcomes and to invest in identifying the mechanisms and tools that could drive sustained improvement (e.g. regular booster sessions). We feel this is a critical priority for future research, as it would help us design support that genuinely shifts developmental trajectories. |
| En ligne : |
https://doi.org/10.1111/jcpp.70105 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=580 |
|  |
Do early gains deliver lasting impact? Understanding why long-term effects of language intervention fade out in Journal of Child Psychology and Psychiatry, 67-3 (March 2026)
