Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial / Gillian 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 Auteurs : Gillian WEST, Auteur ; Margaret J. SNOWLING, Auteur ; A. LERVAG, Auteur ; Elizabeth BUCHANAN-WORSTER, Auteur ; Mihaela DUTA, Auteur ; Alexandra HALL, Auteur ; Henrietta MCLACHLAN, Auteur ; Charles 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] / Gillian WEST, Auteur ; Margaret J. SNOWLING, Auteur ; A. LERVAG, Auteur ; Elizabeth BUCHANAN-WORSTER, Auteur ; Mihaela DUTA, Auteur ; Alexandra HALL, Auteur ; Henrietta MCLACHLAN, Auteur ; Charles 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

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 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] / 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

---

1 (1 - 2 / 2) Par page : 25 50 100 200