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 Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills / Charles HULME in Journal of Child Psychology and Psychiatry, 66-9 (September 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-9 (September 2025) . - p.1357-1365 Titre : The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills Type de document : Texte imprimé et/ou numérique Auteurs : Charles HULME, Auteur ; Gillian WEST, Auteur ; Mariela RIOS DIAZ, Auteur ; Sarah HEARNE, Auteur ; Caroline KORELL, Auteur ; Mihaela DUTA, Auteur ; Margaret J. SNOWLING, Auteur Article en page(s) : p.1357-1365 Langues : Anglais (eng) Mots-clés : Language intervention  randomised controlled trial (RCT)  follow-up study  oral language  reading skills Index. décimale : PER Périodiques Résumé : Background Oral language skills are a critical foundation for education and psychosocial development. Learning to read, in particular, depends heavily on oral language skills. The Nuffield Early Language Intervention (NELI) has been shown to improve the language of 4?5-year-old children entering school with language weaknesses in four robust trials. To date, however, there is limited evidence on the durability of the gains produced by the intervention, and some have argued that the effects of such educational interventions typically fade-out quite rapidly. Methods A large-scale effectiveness trial of the NELI intervention implemented under real-world conditions produced educationally meaningful improvements in children's language and reading abilities. Here, we report follow-up testing of children from this study conducted approximately 2?years after the completion of the intervention. Results At 2-year follow-up, children who had received NELI had better oral language (d?=?0.22 or d?=?0.33 for children with lower language ability), reading comprehension (d?=?0.16 or d?=?0.24 for children with lower language ability) and single-word reading skills (d?=?0.16 or d?=?0.22 for children with lower language ability) than the control group. Conclusions Our data show that, although fade-out effects are common in educational research, a widely used language intervention produces durable improvements in language and reading skills, with educationally important effect sizes. These findings have important theoretical and practical implications. En ligne : https://doi.org/10.1111/jcpp.14157 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills [Texte imprimé et/ou numérique] / Charles HULME, Auteur ; Gillian WEST, Auteur ; Mariela RIOS DIAZ, Auteur ; Sarah HEARNE, Auteur ; Caroline KORELL, Auteur ; Mihaela DUTA, Auteur ; Margaret J. SNOWLING, Auteur . - p.1357-1365. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-9 (September 2025) . - p.1357-1365 Mots-clés : Language intervention  randomised controlled trial (RCT)  follow-up study  oral language  reading skills Index. décimale : PER Périodiques Résumé : Background Oral language skills are a critical foundation for education and psychosocial development. Learning to read, in particular, depends heavily on oral language skills. The Nuffield Early Language Intervention (NELI) has been shown to improve the language of 4?5-year-old children entering school with language weaknesses in four robust trials. To date, however, there is limited evidence on the durability of the gains produced by the intervention, and some have argued that the effects of such educational interventions typically fade-out quite rapidly. Methods A large-scale effectiveness trial of the NELI intervention implemented under real-world conditions produced educationally meaningful improvements in children's language and reading abilities. Here, we report follow-up testing of children from this study conducted approximately 2?years after the completion of the intervention. Results At 2-year follow-up, children who had received NELI had better oral language (d?=?0.22 or d?=?0.33 for children with lower language ability), reading comprehension (d?=?0.16 or d?=?0.24 for children with lower language ability) and single-word reading skills (d?=?0.16 or d?=?0.22 for children with lower language ability) than the control group. Conclusions Our data show that, although fade-out effects are common in educational research, a widely used language intervention produces durable improvements in language and reading skills, with educationally important effect sizes. These findings have important theoretical and practical implications. En ligne : https://doi.org/10.1111/jcpp.14157 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

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