Oral language enrichment in preschool improves children's language skills: a cluster randomised controlled trial

West, Gillian; Lervåg, Arne; Birchenough, Julia M. H.; Korell, Caroline; Rios Diaz, Mariela; Duta, Mihaela; Cripps, Denise; Gardner, Rachel; Fairhurst, Caroline; Hulme, Charles

doi:10.1111/jcpp.13947

Cited by 3 publications

References 34 publications

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Lack of effect of a parent‐delivered early language intervention: Evidence from a randomised controlled trial completed during COVID‐19

Burgoyne,

Hargreaves,

Akhter

et al. 2024

JCPP Advances

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BackgroundParents play a key role in their child's early development but evidence that parental engagement strategies are effective is unclear. The current study evaluated a parent‐delivered early language teaching programme that aimed to support children's early language and literacy skills.MethodsA multisite, pupil‐level randomised controlled trial was conducted with 450 3–4‐year‐old children and their families, recruited from 47 nurseries across Greater Manchester and Lancashire (UK). Families were randomly allocated to either the programme group (N = 225) who delivered an early language teaching programme for 20‐min a day, 5 days a week, for 30‐weeks or to a control group (N = 225) who received a box of children's books at the end of nursery. A language latent variable formed the primary outcome, which was used to assess whether the programme improved children's language and literacy skills.ResultsCOVID‐19 disrupted the trial, including delivery of the intervention and post‐test data collection. Data from assessments completed 10‐months after intervention showed no evidence that the children receiving language intervention had greater language skills than the control group. Similarly, no group differences were found on measures of the Home Learning Environment or school readiness.ConclusionsWhilst disruptions caused by COVID‐19 are likely to have impacted on the findings, this study nonetheless adds to the literature which suggests that parent‐delivered interventions alone may not necessarily lead to changes in home learning or to gains in children's language skills.

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Lack of effect of a parent‐delivered early language intervention: Evidence from a randomised controlled trial completed during COVID‐19

Burgoyne,

Hargreaves,

Akhter

et al. 2024

JCPP Advances

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Bidirectional Encoder Representation from Transformers and Particle Swarm Optimization based Evaluation of Oral Function in Preschool Teachers

Zhang

2024

2024 First International Conference on Software, Systems and Information Technology (SSITCON)

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Oral language intervention in the late primary school years is effective: evidence from a randomised control trial

Esposito,

Lervag,

Hulme

2024

Child Psychology Psychiatry

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BackgroundOral language skills provide the foundation for formal education, and children may require language support over an extended period of time to maximise their education potential. Most work on language intervention, however, has focussed on the preschool or early school years. Here, we describe the development and evaluation of the Oral Language for Literacy Intervention (OLLI) programme which is designed to support children with weak language skills in the later primary school years.MethodsWe conducted a randomised control trial in 33 schools (50 classrooms). The language skills of all 8–9 year‐old children in each participating classroom (n = 1,423) were assessed using an automated app (LanguageScreen). The six children with the weakest LanguageScreen scores within each classroom (n = 296) were randomly allocated to the intervention (n = 148) or control group (n = 148). The children in the intervention group received the OLLI programme delivered in individual and small group sessions over 20 weeks. Children in the control group received their typical teaching.ResultsChildren receiving the OLLI programme made significantly larger gains than children in the control group on a preregistered latent variable reflecting standardised measures of oral language ability (d = 0.38) and on a measure of their written expression (d = 0.42).ConclusionsThese findings have important implications for improving educational attainment in children in the late primary school years. The OLLI programme is designed to be deliverable at scale and is of relatively low cost.

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Oral language enrichment in preschool improves children's language skills: a cluster randomised controlled trial

Cited by 3 publications

References 34 publications

Lack of effect of a parent‐delivered early language intervention: Evidence from a randomised controlled trial completed during COVID‐19

Lack of effect of a parent‐delivered early language intervention: Evidence from a randomised controlled trial completed during COVID‐19

Bidirectional Encoder Representation from Transformers and Particle Swarm Optimization based Evaluation of Oral Function in Preschool Teachers

Oral language intervention in the late primary school years is effective: evidence from a randomised control trial

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