A Preliminary Evaluation of a Manualised Intervention to Improve Early Literacy Skills in Children with Developmental Language Disorder

Autor/inn/en	Taylor, Anna Louise; Calder, Samuel David; Pogorzelski, Simmone; Koch, Lauren
Titel	A Preliminary Evaluation of a Manualised Intervention to Improve Early Literacy Skills in Children with Developmental Language Disorder
Quelle	In: Child Language Teaching and Therapy, 37 (2021) 3, S.321-336 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Anna Louise) ORCID (Calder, Samuel David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/02656590211052001
Schlagwörter	Developmental Delays; Language Impairments; Oral Language; Intervention; Program Effectiveness; Emergent Literacy; Response to Intervention; Reading Difficulties; Teaching Methods; Foreign Countries; Evidence Based Practice; Reading Strategies; Reading Programs; Young Children; Preschool Education; Grade 1; Special Programs; Students with Disabilities; Speech Language Pathology; Allied Health Personnel; Special Education; Australia; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Entwicklungsverzögerung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Oral interpretation; Mündlicher Sprachgebrauch; Frühleseunterricht; Reading difficulty; Leseschwierigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Reading strategy; Leselernstufe; Lesetechnik; Frühe Kindheit; Pre-school education; Vorschulerziehung; School year 01; 1. Schuljahr; Schuljahr 01; Sonderpädagogische Förderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Australien
Abstract	Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A retrospective cohort comparison was used to evaluate whether there was an observable effect of a manualised Tier 1 intervention compared to 'business-as-usual' on early literacy skills for children with DLD. Participants were 140 children attending a specialised education program with equivalent oral language skills and alphabetic knowledge at baseline. After 18 months formal literacy intervention, both groups were assessed on measures of early literacy skills. The differences between group means on all measures favoured the manualised intervention group, and they performed significantly better on a measure of nonword reading fluency. The findings indicate that a manualised Tier 1 intervention may be advantageous for children with DLD in developing proficiency in phonological recoding. This research contributes to the sparse evidence-base supporting the implementation of Tier 1 interventions for at risk populations, and findings warrant future research using experimental designs with tighter controls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01