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PREVENIR: An Oral Language Intervention for Preventing Reading Difficulties in Kindergarten Children-- A Preliminary Effectiveness Study.

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Title: PREVENIR: An Oral Language Intervention for Preventing Reading Difficulties in Kindergarten Children-- A Preliminary Effectiveness Study.
Authors: Balboa-Castells, Raquel1 rbalboa@uoc.edu, Peñaherrera, Esteban1, Rubab, Shafaq1, Igualada, Alfonso1,2, Sanz-Torrent, Mònica1,3, Andreu, Llorenç1
Source: Language, Speech & Hearing Services in Schools. Apr2026, Vol. 57 Issue 2, p462-478. 17p.
Subject Terms: *Reading disability, *Reading, *Human services programs, *Dyslexia, *Control groups, *Pre-tests & post-tests, *Research methodology, *Intelligence tests, *Vocabulary, *Language acquisition, *Children, Repeated measures design, Early medical intervention, Research funding, T-test (Statistics), Evaluation of human services programs, Statistical sampling, Randomized controlled trials, Analysis of covariance, Descriptive statistics, One-way analysis of variance, Statistics, Catalans, Data analysis software, Phonetics
Geographic Terms: Catalonia (Spain)
Abstract: Purpose: Preschool years are critical for oral language development, which has long-term implications for academic and social success. However, evidence on the feasibility and effectiveness of classwide interventions that promote preliteracy skills before the onset of formal reading instruction--particularly in languages other than English--remains limited. This preliminary effectiveness study examined whether an oral language intervention, called PREVENIR, led to measurable gains in Catalan kindergarten children's language skills and helped prevent future reading difficulties compared with business-as-usual instruction. Method: A quasi-experimental design was implemented with 85 children aged 5-6 years from four classrooms in two schools, assigned to either an intervention or a control group. The 10-week PREVENIR intervention program targeted vocabulary, phonological awareness, and morphosyntax. Assessments were conducted at three time points: before the intervention, immediately after, and 1 year later. Measures included general language skills, vocabulary, morphosyntax, phonological awareness, and reading outcomes. Results: The intervention group showed significant improvements in general language skills, phonological awareness, and vocabulary compared to the control group in the posttest. These gains were maintained 1 year later and transferred to decoding and reading comprehension skills. Conclusions: The findings provide preliminary evidence for the effectiveness of a structured oral language intervention for Catalan-speaking kindergarten children as a preventive approach to future reading difficulties. Further research is needed to assess long-term impacts and scalability across diverse educational contexts. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools 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: PREVENIR: An Oral Language Intervention for Preventing Reading Difficulties in Kindergarten Children-- A Preliminary Effectiveness Study.
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  Data: <searchLink fieldCode="AR" term="%22Balboa-Castells%2C+Raquel%22">Balboa-Castells, Raquel</searchLink><relatesTo>1</relatesTo><i> rbalboa@uoc.edu</i><br /><searchLink fieldCode="AR" term="%22Peñaherrera%2C+Esteban%22">Peñaherrera, Esteban</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="%22Language%2C+Speech+%26+Hearing+Services+in+Schools%22">Language, Speech & Hearing Services in Schools</searchLink>. Apr2026, Vol. 57 Issue 2, p462-478. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+disability%22">Reading disability</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Human+services+programs%22">Human services programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br />*<searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Intelligence+tests%22">Intelligence 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="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Repeated+measures+design%22">Repeated measures design</searchLink><br /><searchLink fieldCode="DE" term="%22Early+medical+intervention%22">Early medical intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22T-test+%28Statistics%29%22">T-test (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+of+human+services+programs%22">Evaluation of human services programs</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+covariance%22">Analysis of covariance</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22One-way+analysis+of+variance%22">One-way analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Catalans%22">Catalans</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis+software%22">Data analysis software</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetics%22">Phonetics</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Catalonia+%28Spain%29%22">Catalonia (Spain)</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Preschool years are critical for oral language development, which has long-term implications for academic and social success. However, evidence on the feasibility and effectiveness of classwide interventions that promote preliteracy skills before the onset of formal reading instruction--particularly in languages other than English--remains limited. This preliminary effectiveness study examined whether an oral language intervention, called PREVENIR, led to measurable gains in Catalan kindergarten children's language skills and helped prevent future reading difficulties compared with business-as-usual instruction. Method: A quasi-experimental design was implemented with 85 children aged 5-6 years from four classrooms in two schools, assigned to either an intervention or a control group. The 10-week PREVENIR intervention program targeted vocabulary, phonological awareness, and morphosyntax. Assessments were conducted at three time points: before the intervention, immediately after, and 1 year later. Measures included general language skills, vocabulary, morphosyntax, phonological awareness, and reading outcomes. Results: The intervention group showed significant improvements in general language skills, phonological awareness, and vocabulary compared to the control group in the posttest. These gains were maintained 1 year later and transferred to decoding and reading comprehension skills. Conclusions: The findings provide preliminary evidence for the effectiveness of a structured oral language intervention for Catalan-speaking kindergarten children as a preventive approach to future reading difficulties. Further research is needed to assess long-term impacts and scalability across diverse educational contexts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools 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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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1044/2025_LSHSS-25-00052
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      – Code: eng
        Text: English
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    Subjects:
      – SubjectFull: Reading disability
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Human services programs
        Type: general
      – SubjectFull: Dyslexia
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      – SubjectFull: Control groups
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      – SubjectFull: Pre-tests & post-tests
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      – SubjectFull: Research methodology
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      – SubjectFull: Intelligence tests
        Type: general
      – SubjectFull: Vocabulary
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Repeated measures design
        Type: general
      – SubjectFull: Early medical intervention
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      – SubjectFull: Research funding
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      – SubjectFull: T-test (Statistics)
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      – SubjectFull: Evaluation of human services programs
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      – SubjectFull: Phonetics
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      – SubjectFull: Catalonia (Spain)
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      – TitleFull: PREVENIR: An Oral Language Intervention for Preventing Reading Difficulties in Kindergarten Children-- A Preliminary Effectiveness Study.
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              Text: Apr2026
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