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Effects of a Multitiered System of Language Support on Preliteracy Abilities in Kindergarten Children With Developmental Language Disorder.

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Title: Effects of a Multitiered System of Language Support on Preliteracy Abilities in Kindergarten Children With Developmental Language Disorder.
Authors: Peñaherrera, Esteban1 lpenaherrera@uoc.edu, Balboa-Castells, Raquel1, Rubab, Shafaq1, Igualada, Alfonso1,2, Sanz-Torrent, Mònica1,3, Andreu, Llorenç1
Source: Journal of Speech, Language & Hearing Research. Nov2025, Vol. 68 Issue 11, p5523-5542. 20p.
Subject Terms: *Reading, *School environment, *Schools, *Pre-tests & post-tests, *Vocabulary, *Language acquisition, *Phonology, *Children, Treatment of language disorders, Research funding, Private sector, Analysis of covariance, Child development deviations, Social support
Geographic Terms: Spain
Abstract: Purpose: Children with developmental language disorder (DLD) are at increased risk for reading difficulties. While oral language interventions benefit emergent literacy, studies specifically targeting preliteracy abilities in preschoolers with DLD are limited. This study examined the effects of a Multitiered System of Language Support (MTSLS) on the preliteracy abilities of kindergarteners with DLD. Method: Eighty-four children (48 with DLD, 36 typically developing [TD]), aged 5;1-6;1 (years;months), participated in a pretest-treatment-posttest study. They were assigned to five groups based on language status (DLD or TD), intervention tier (Tier 1 or Tier 3), and condition (intervention or control). A 10-week program targeting vocabulary, phonological awareness, and morphosyntax was implemented in a whole-class setting (Tier 1) or individually (Tier 3). Results: Both Tier 1 and Tier 3 interventions significantly improved general and expressive language, phonological awareness, vocabulary, and morphosyntax in children with DLD. Tier 1 yielded greater gains in phonological awareness and vocabulary, while Tier 3 led to more pronounced morphosyntactic improvements. No significant effects were found for receptive language. Children with DLD who received Tier 1 intervention performed comparably to their TD peers in the same condition, demonstrating the effectiveness of whole-class instruction. Conclusions: A multitiered intervention model effectively enhances preliteracy abilities in children with DLD. Classroom-based approaches (Tier 1) produced comparable or greater benefits than individualized intervention (Tier 3) in some areas, supporting the integration of targeted language support within general education. Further research should explore strategies to improve receptive language and examine long-term literacy outcomes following MTSLS interventions. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Effects of a Multitiered System of Language Support on Preliteracy Abilities in Kindergarten Children With Developmental Language Disorder.
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  Data: <searchLink fieldCode="AR" term="%22Peñaherrera%2C+Esteban%22">Peñaherrera, Esteban</searchLink><relatesTo>1</relatesTo><i> lpenaherrera@uoc.edu</i><br /><searchLink fieldCode="AR" term="%22Balboa-Castells%2C+Raquel%22">Balboa-Castells, Raquel</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rubab%2C+Shafaq%22">Rubab, Shafaq</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Igualada%2C+Alfonso%22">Igualada, Alfonso</searchLink><relatesTo>1,2</relatesTo><br /><searchLink fieldCode="AR" term="%22Sanz-Torrent%2C+Mònica%22">Sanz-Torrent, Mònica</searchLink><relatesTo>1,3</relatesTo><br /><searchLink fieldCode="AR" term="%22Andreu%2C+Llorenç%22">Andreu, Llorenç</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Nov2025, Vol. 68 Issue 11, p5523-5542. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocabulary%22">Vocabulary</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonology%22">Phonology</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+of+language+disorders%22">Treatment of language disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Private+sector%22">Private sector</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+covariance%22">Analysis of covariance</searchLink><br /><searchLink fieldCode="DE" term="%22Child+development+deviations%22">Child development deviations</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Children with developmental language disorder (DLD) are at increased risk for reading difficulties. While oral language interventions benefit emergent literacy, studies specifically targeting preliteracy abilities in preschoolers with DLD are limited. This study examined the effects of a Multitiered System of Language Support (MTSLS) on the preliteracy abilities of kindergarteners with DLD. Method: Eighty-four children (48 with DLD, 36 typically developing [TD]), aged 5;1-6;1 (years;months), participated in a pretest-treatment-posttest study. They were assigned to five groups based on language status (DLD or TD), intervention tier (Tier 1 or Tier 3), and condition (intervention or control). A 10-week program targeting vocabulary, phonological awareness, and morphosyntax was implemented in a whole-class setting (Tier 1) or individually (Tier 3). Results: Both Tier 1 and Tier 3 interventions significantly improved general and expressive language, phonological awareness, vocabulary, and morphosyntax in children with DLD. Tier 1 yielded greater gains in phonological awareness and vocabulary, while Tier 3 led to more pronounced morphosyntactic improvements. No significant effects were found for receptive language. Children with DLD who received Tier 1 intervention performed comparably to their TD peers in the same condition, demonstrating the effectiveness of whole-class instruction. Conclusions: A multitiered intervention model effectively enhances preliteracy abilities in children with DLD. Classroom-based approaches (Tier 1) produced comparable or greater benefits than individualized intervention (Tier 3) in some areas, supporting the integration of targeted language support within general education. Further research should explore strategies to improve receptive language and examine long-term literacy outcomes following MTSLS interventions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1044/2025_JSLHR-25-00211
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      – Code: eng
        Text: English
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      – TitleFull: Effects of a Multitiered System of Language Support on Preliteracy Abilities in Kindergarten Children With Developmental Language Disorder.
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              Text: Nov2025
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