Haley, A., Hulme, C., Bowyer-Crane, C. et al. (2 more authors) (2017) Oral Language Skills Intervention in Pre-school – A Cautionary Tale. International Journal of Language and Communication Disorders, 52 (1). pp. 71-79. ISSN 1368-2822
Abstract
Background: While practitioners are increasingly asked to be mindful of the evidence-base of intervention programmes, evidence from rigorous trials for the effectiveness of interventions that promote oral language abilities in the early years is sparse.
Aims: This study evaluates the effectiveness of a language intervention programme for children identified as having poor oral language skills in preschool classes.
Methods & Procedures: A randomised controlled trial was carried out in 13 UK nursery schools. In each nursery, eight children (N = 104, mean age = 3 years 11 months) with the poorest performance on standardised language measures were selected to take part. All but one child was randomly allocated to either an intervention (N = 52) or a waiting control group (N = 51). The intervention group received a 15-week oral language programme in addition to their standard nursery curriculum. The programme was delivered by trained teaching assistants and aimed to foster vocabulary knowledge, narrative and listening skills.
Outcomes & Results: Initial results revealed significant differences between the intervention and control group on measures of taught vocabulary. No group differences were found on any standardised language measure; however there were gains of moderate effect size in listening comprehension.
Conclusions & Implications: The study suggests that an intervention, of moderate duration and intensity, for small groups of preschool children successfully builds vocabulary knowledge, but does not generalize to non-taught areas of language. The findings strike a note of caution about implementing language interventions of moderate duration in preschool settings. The findings also highlight the importance of including a control group in intervention studies.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2016 Royal College of Speech and Language Therapists. This is an author produced version of a paper subsequently published in International Journal of Language & Communication Disorders. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | pre-school; nursery; language; intervention; RCT |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > Department of Human Communication Sciences (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 30 Mar 2016 10:41 |
Last Modified: | 14 Jun 2018 00:38 |
Published Version: | http://dx.doi.org/10.1111/1460-6984.12257 |
Status: | Published |
Publisher: | Wiley |
Refereed: | Yes |
Identification Number: | 10.1111/1460-6984.12257 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:97305 |