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Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments
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Bilingualism and biliteracy in Down syndrome: insights from a case study
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
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Do infant vocabulary skills predict school-age language and literacy outcomes?
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; ORA review team (2015)
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Reading and language intervention for children at risk of dyslexia: a randomised controlled trial.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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Abstract:
BACKGROUND: This study evaluates the effects of a language and literacy intervention for children with Down syndrome. METHODS: Teaching assistants (TAs) were trained to deliver a reading and language intervention to children in individual daily 40-min sessions. We used a waiting list control design, in which half the sample received the intervention immediately, whereas the remaining children received the treatment after a 20-week delay. Fifty-seven children with Down syndrome in mainstream primary schools in two U.K. locations (Yorkshire and Hampshire) were randomly allocated to intervention (40 weeks of intervention) and waiting control (20 weeks of intervention) groups. Assessments were conducted at three time points: pre-intervention, after 20 weeks of intervention, and after 40 weeks of intervention. RESULTS: After 20 weeks of intervention, the intervention group showed significantly greater progress than the waiting control group on measures of single word reading, letter-sound knowledge, phoneme blending and taught expressive vocabulary. Effects did not transfer to other skills (nonword reading, spelling, standardised expressive and receptive vocabulary, expressive information and grammar). After 40 weeks of intervention, the intervention group remained numerically ahead of the control group on most key outcome measures; but these differences were not significant. Children who were younger, attended more intervention sessions, and had better initial receptive language skills made greater progress during the course of the intervention. CONCLUSIONS: A TA-delivered intervention produced improvements in the reading and language skills of children with Down syndrome. Gains were largest in skills directly taught with little evidence of generalization to skills not directly taught in the intervention.
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Keyword:
Child; Down Syndrome; Dyslexia; Early Intervention (Education); Female; Great Britain; Humans; Language; Language Development Disorders; Language Therapy; Male; Phonetics; Preschool; Reading; Remedial Teaching; Treatment Outcome; Vocabulary
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URL: https://doi.org/10.1111/j.1469-7610.2012.02557.x
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Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles
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In: Symplectic Elements at Oxford ; CrossRef (2012)
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The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words
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In: Symplectic Elements at Oxford ; CrossRef (2012)
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The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012)
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| 9 |
The causal role of phoneme awareness and letter-sound knowledge in learning to read: combining intervention studies with mediation analyses.
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In: Psychol Sci , 23 (6) pp. 572-577. (2012) (2012)
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Developing Language and Literacy: Effective Intervention in the Early Years
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2011)
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| 11 |
Developing Language and Literacy: Effective Intervention in the Early Years
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2011)
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Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008)
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Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008)
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| 14 |
Improving early language and literacy skills: Differential effects of an oral language versus a phonology with reading intervention.
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In: Journal of Child Psychology & Psychiatry. , 49 422 - 432. (2008) (2008)
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