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How Does Toddlers’ Engagement in Literacy Activities Influence Their Language Abilities?
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In: Int J Environ Res Public Health (2022)
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The Native Speaker in Italian-Dialects Bilingualism: Insights From the Acquisition of Vicentino by Preschool Children
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In: Front Psychol (2021)
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Italian adaptation of the Multilingual Assessment Instrument for Narratives ... : Italian adaptation of the Multilingual Assessment Instrument for Narratives ...
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Are the Effects of Variation in Quantity of Daily Bilingual Exposure and Socioeconomic Status on Language and Cognitive Abilities Independent in Preschool Children?
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In: Int J Environ Res Public Health (2020)
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Fostering Broad Oral Language Skills in Preschoolers from Low SES Background
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In: Int J Environ Res Public Health (2020)
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Abstract:
Socioeconomic disparities increase the probability that children will enter school behind their more advantaged peers. Early intervention on language skills may enhance language and literacy outcomes, reduce the gap and, eventually, promote school readiness of low-SES (Socioeconomic Status) children. This study aimed to analyze the feasibility and effectiveness of a brief narrative-based intervention (treatment vs. control group) aimed to foster broad oral language skills in preschoolers (N = 69; Mean age = 5.5, SD = 4 months) coming from low-SES families. Moreover, it was analyzed whether children’s initial vocabulary mediates the intervention’s responsiveness. Results have shown that children in treatment group obtained greater gains than children in control group in almost all intervention-based measures. There is also some evidence for the generalizability of the intervention to other skills not directly trained during the intervention. Moreover, it was found that children’s initial vocabulary mediates the intervention’s responsiveness showing that children with high vocabulary made greater gains in higher-level components of language comprehension, whereas children with low vocabulary made higher gains in vocabulary. Taken together, our findings suggest that a relatively brief, but quite intensive narrative-based intervention, may produce improvements on broad oral language skills in preschoolers from low-SES backgrounds.
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Article
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URL: https://doi.org/10.3390/ijerph17124495
http://www.ncbi.nlm.nih.gov/pubmed/32585803
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7345808/
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