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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