Language Delays, Reading Delays, and Learning Difficulties

Hay, Ian; Elias, Gordon; Fielding‐Barnsley, Ruth; Hömel, Ross; Freiberg, Kate

doi:10.1177/00222194070400050301

Cited by 33 publications

(9 citation statements)

References 43 publications

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“…Further, since many of the interventions reviewed also included re-reading of texts (a fluency building activity) as a central element, our findings also suggest the utility of including fluency-building elements in interventions aimed at improving reading comprehension. This is aligned with research suggesting that multifaceted interventions that incorporate the teaching of a variety of reading-related skills are more effective than those that target only one skill [70,71]. Future research could investigate oral reading fluency interventions in comparison to interventions directly targeting reading comprehension for both fluency and reading comprehension outcomes.…”

Section: Discussionsupporting

confidence: 59%

Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

et al. 2020

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Oral reading fluency (ORF) deficits are a hallmark of reading difficulties. The impact of fluency struggles extends beyond word-level difficulties to include deficits in reading comprehension. Sixteen empirical studies conducted in 2000–2019 that examined ORF interventions among elementary students identified as having reading difficulties were reviewed to identify the characteristics (e.g., instructional variables, group size, type of interventionist) of effective ORF interventions and their impact on English oral reading fluency and reading comprehension outcomes. The systematic review revealed that interventions reported centered around repeated reading procedures (86.5%). Across the 16 studies, outcomes for oral reading fluency varied widely and most focused on speed and rate aspects rather than prosody. Effect sizes for rate and accuracy measures ranged from negligible to large (i.e., 0.01 to 1.18) and three studies found large effects for prosody outcomes. Effect sizes for reading comprehension ranged between non-significant and large significant effects. Findings support the use of repeated reading of text to build up ORF of students with reading difficulties. Interventions that were found to be most effective were those that were conducted one-on-one with a trained model of fluent word reading and accuracy. Findings also point to three gaps in our understanding: (1) the efficacy of interventions other than repeated reading, (2) effects of ORF interventions on prosody outcomes, and (3) sustainability of outcomes.

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Section: Discussionsupporting

confidence: 59%

Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

et al. 2020

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“…The findings of this study are in accordance with those in the literature regarding different age groups. As has been previously mentioned, international studies using the PLAI-2 have demonstrated that the test is sensitive and has a positive predictive value for identifying changes in spoken language [9,10,12]. …”

Section: Discussionmentioning

confidence: 99%

“…This instrument can also serve as a control for language intervention programs for preschoolers [11,12,13]. …”

Section: Introductionmentioning

confidence: 99%

“…The goal was to help identify factors that affect the capacity of children to learn how to interact socially before entering kindergarten. Another study by Hay et al [12] compared two groups of preschoolers at risk of learning difficulties and showed that an intervention based on the spoken language skills measured by the PLAI-2 had effects on learning about reading and writing. In contrast, interventions oriented toward aspects of phoneme-grapheme decoding interfere with learning about writing.…”

Section: Introductionmentioning

confidence: 99%

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Preschoolers' Performance on the Brazilian Adaptation of the Preschool Language Assessment Instrument - Second Edition

Lindau¹,

Rossi²,

Giacheti³

2016

Folia Phoniatr Logop

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Purpose: The objective was to test whether the Brazilian version of the Preschool Language Assessment Instrument - Second Edition (PLAI-2) has the potential to assess and identify differences in typical language development of Portuguese-speaking preschoolers. Methods: The study included 354 children of both genders with typical language development who were between the ages of 3 years and 5 years 11 months. The version of the PLAI-2 previously translated into Brazilian Portuguese was used to assess the communication skills of these preschool-age children. Results: Statistically significant differences were found between the age groups, and the raw score tended to increase as a function of age. With nonstandardized assessments, the performances of the younger groups revealed behavioral profiles (e.g., nonresponsive, impulsive behavior) that directly influenced the evaluation. Conclusions: The findings of this study show that the PLAI-2 is effective in identifying differences in language development among Brazilian children of preschool age. Future research should include studies validating and standardizing these findings.

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“…, . (Hay, Elias, Fielding-Barnsley, Homel, & Freiberg, 2007;Ruan, Georgiou, Song, Li, & Shu, 2018). , Erika, 2001).…”

mentioning

confidence: 99%

The Effects of a Classical Poetry Program on Aesthetic Language Expression and Chinese Character Recognition of Four-year-old Chinese Children

한¹,

최²,

이³

2018

Korean J Child Stud

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Objectives: The purpose of this study was to develop a language education program using classical poetry and to verify its effects on aesthetic language expression and Chinese character recognition in young Chinese children. Methods: In this study, 98 four-year-olds from two kindergartens in Guangzhou, China, were divided into an experimental group and control group. They participated in a total of 16 language program sessions of 30 minutes. The effectiveness of the language education program, using classic poetry was explored through a mixed study method. Covariance analysis, speech analysis and FGI were performed to examine the effects of this program on the children's aesthetic language expression and Chinese character recognition of children. Results: First, the language education program using classical poetry, significantly improved participants' aesthetic expression. They attempted to imagine, express themselves using their own experiences, and carefully read the main character's feelings. Second, the program had a significant effect on the children's Chinese character recognition. After the program, they began to exhibit distinct character traits in their name writing. Conclusion: Children's language ability grows when they engage in natural language activities using classical poetry that reflects culture, rather than pouring over or memorizing it.

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Language Delays, Reading Delays, and Learning Difficulties

Cited by 33 publications

References 43 publications

Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

Fluency Interventions for Elementary Students with Reading Difficulties: A Synthesis of Research from 2000–2019

Preschoolers' Performance on the Brazilian Adaptation of the Preschool Language Assessment Instrument - Second Edition

The Effects of a Classical Poetry Program on Aesthetic Language Expression and Chinese Character Recognition of Four-year-old Chinese Children

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