Early Language Development: Needs, Provision, and Intervention for Preschool Children from Socioeconomically Disadvantaged Backgrounds. A Report for the Education Endowment Foundation

Autor/inn/en	Law, James; Charlton, Jenna; Dockrell, Julie; Gascoigne, Marie; McKean, Cristina; Theakston, Anna
Institution	Education Endowment Foundation (EEF) (United Kingdom); Public Health England; University College London (UCL) (United Kingdom), Institute of Education (IOE); University of Manchester (United Kingdom); Newcastle University (United Kingdom); Better Communication CIC (United Kingdom)
Titel	Early Language Development: Needs, Provision, and Intervention for Preschool Children from Socioeconomically Disadvantaged Backgrounds. A Report for the Education Endowment Foundation
Quelle	(2017), (206 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Language Acquisition; Disadvantaged Youth; Language Impairments; Intervention; Incidence; Program Effectiveness; Program Implementation; Disability Identification; Foreign Countries; Needs; Delivery Systems; Case Studies; Preschool Children; Socioeconomic Status; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Benachteiligter Jugendlicher; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Vorkommen; Ausland; Grundbedürfnis; Auslieferung; Case study; Fallstudie; Case Study; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Statistische Analyse
Abstract	This review has been commissioned by the Education Endowment Foundation (EEF) and Public Health England to identify priorities for improving practice in the support and management of children with delays in early language development between birth and five years (72 months). In addition, it has the specific objectives of highlighting interventions that have the greatest potential to improve children's life chances, reduce inequalities in outcomes, and potentially inform further rounds of research funded by the EEF. The review starts with an overview of the most recent findings associated with our understanding of early language and preliteracy development. It goes on to look at prevalence and at the proportion of children not attaining the appropriate levels of attainment in the early years. It then turns to interventions, their efficacy and effectiveness, and contextual factors that affect their implementation. Finally, the authors move on to the way that services are delivered on the ground in England and highlight the profile of five local authorities, the services they deliver, and factors affecting that delivery. The review ends with a summary of the main findings and recommendations for which interventions could usefully be taken forward. The appendixes provide summaries of the interventions identified and a table of interventions and their outcomes and then provide some additional details about the five case studies identified in Chapter 5. (ERIC).
Anmerkungen	Institute of Education - London. 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7612-6388; Fax: +44-20-7612-6126; e-mail: ioepress@ioe.ac.uk; Web site: http://www.ioe.ac.uk/about/92.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01