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 Auteurs : Kelly BURGOYNE, Auteur ; Rachel GARDNER, Auteur ; Helen WHITELEY, Auteur ; Margaret J. SNOWLING, Auteur ; Charles 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] / Kelly BURGOYNE, Auteur ; Rachel GARDNER, Auteur ; Helen WHITELEY, Auteur ; Margaret J. SNOWLING, Auteur ; Charles 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

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 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] / 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

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