Snowling, M.J., West, G., Fricke, S. orcid.org/0000-0003-2706-121X et al. (5 more authors) (2022) Delivering language intervention at scale : promises and pitfalls. Journal of Research in Reading, 45 (3). pp. 342-366. ISSN 0141-0423
Abstract
Background: There is now substantial evidence that language interventions delivered to small groups can be effective for improving language skills and hence strengthening the foundation for formal schooling. However, there are remaining challenges when delivering such interventions in naturalistic environments at scale.
Method: We reflect on three randomized trials designed to evaluate the impact of an early years language programme, prior to the implementation of a large effectiveness trial, delivered in partnership with speech and language professionals. We consider findings within a framework from implementation science.
Results: We found that, in contrast to policy-led interventions for reading and mathematics, language interventions are not prioritized in mainstream settings. Aside from this, other obstacles to delivery were the time taken to prepare and to timetable sessions, lack of communication about the requirements of delivery and the need for language screening. Crucial to success was the support from the class teacher of TAs delivering the intervention. However, feedback was largely positive from most stakeholders and the intervention was found to have a positive impact on children’s language with preliminary evidence for effects on behaviour and on reading comprehension.
Conclusions: While many educators recognize the importance of language for communication, the benefits of oral language interventions are only recently becoming prioritized by policy makers. We propose that challenges to successful delivery and adoption of evidence-based language interventions in mainstream settings can be remedied through better communication with stakeholders and collaboration between researchers and professional colleagues including senior leaders, teachers, teaching assistants, speech and language therapists and psychologists. It is imperative to take account of issues of implementation when designing an intervention and to do this successfully is a multidisciplinary enterprise.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2022 The Authors. Journal of Research in Reading published by John Wiley & Sons Ltd on behalf of United Kingdom Literacy Association. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, (http://creativecommons.org/licenses/by-nc/4.0/) which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes. |
Keywords: | Language intervention; Implementation; Consolidated Framework for Implementation Research (CFIR); Randomised controlled trials; Professional partnerships |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) |
Funding Information: | Funder Grant number Education Endowment Foundation n/a |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 28 Mar 2022 07:04 |
Last Modified: | 24 Feb 2023 16:41 |
Status: | Published |
Publisher: | Wiley |
Refereed: | Yes |
Identification Number: | 10.1111/1467-9817.12391 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:184883 |