Language4reading - preschool training of oral language skills
This project aims to establish whether identifying oral language difficulties in pre-school children and providing an intervention before they begin (and during the transition to) formal schooling will improve their response to reading instruction.
The project involved 15 schools and feeder-nurseries across Yorkshire. A member of staff from each of the Early Years settings was trained to deliver a language intervention programme. The programme targeted three key areas: vocabulary knowledge, narrative and listening skills, with phonics work included in the later stages. Children took part in three group sessions each week, supplemented by individual work once they entered school.
After 30 weeks, the children who had received the intervention showed wide-ranging improvements in expressive language skills, including the use of vocabulary and grammar, while gains in letter-sound knowledge and spelling indicate that the foundations of phonics are in place.
Julia M. Carroll (University of Warwick), Claudine Bowyer-Crane (University of York), Fiona J. Duff (University of York), Charles Hulme (University of York), Margaret J. Snowling (University of York)
December 2010, ©2011, Wiley-Blackwell
- Interventions for children with speech and language difficulties
- Can infant vocabulary measures predict later reading skills?
- Pre-school screening for literacy difficulties: a new test of speech rhythm sensitivity
- Text Messaging and Grammatical Development
- Educational provision for children with SSLD
- Speech and language therapy for pragmatic language impairments
- Enhancing Language and Communication in Secondary Schools (ELCISS)