The Effectiveness of a Large-Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark

Autor/inn/en	Bleses, Dorthe; Højen, Anders; Justice, Laura M.; Dale, Philip S.; Dybdal, Line; Piasta, Shayne B.; Markussen-Brown, Justin; Clausen, Marit; Haghish, E. F.
Titel	The Effectiveness of a Large-Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark
Quelle	In: Child Development, 89 (2018) 4, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12859
Schlagwörter	Language Skills; Child Language; Language Acquisition; Intervention; Literacy Education; Story Reading; Preschool Children; Faculty Development; Preschool Teachers; Predictor Variables; Family Environment; Parents as Teachers; Comparative Analysis; Child Care Centers; Fidelity; Outcomes of Education; Indo European Languages; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; 'Children''s language'; Kindersprache; Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Prädiktor; Familienmilieu; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Lernleistung; Schulerfolg; Indoeuropäisch; Ausland; Dänemark
Abstract	The present article reports results of a real-world effectiveness trial conducted in Denmark with six thousand four hundred eighty-three 3- to 6-year-olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20-week storybook-based intervention: a base intervention and two enhanced versions featuring extended professional development for educators or a home-based program for parents. Pre- to posttest comparisons revealed a significant impact of all three interventions for preliteracy skills (d = 0.21-0.27) but not language skills (d = 0.04-0.16), with little differentiation among the three variations. Fidelity, indexed by number of lessons delivered, was a significant predictor of most outcomes. Implications for real-world research and practice are considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01