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Professor Margaret SnowlingUniversity of York
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Professor Charles HulmeUniversity of York
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Dr Jeremy MilesUniversity of York
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Dr Julia CarrollUniversity of York
Project overview
Speaking, listening, reading and writing are four aspects of language development that are at the core of the school curriculum. There is evidence that children with speech and language difficulties suffer difficulties with all four skills, adversely affecting their educational progress and vocational prospects.
The project evaluated two theoretically motivated interventions for young children with speech and language difficulties. One intervention involved training phonological skills in the context of structured literacy teaching. A second intervention involved training children’s receptive and expressive oral language skills.
It was predicted that the phonological intervention would primarily facilitate children’s phonological and phonic (reading and spelling accuracy) skills, while the language intervention should have improved children’s receptive and expressive oral language skills.
