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A Preliminary Evaluation of a Manualised Intervention to Improve Early Literacy Skills in Children with Developmental Language Disorder

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Title: A Preliminary Evaluation of a Manualised Intervention to Improve Early Literacy Skills in Children with Developmental Language Disorder
Language: English
Authors: Taylor, Anna Louise (ORCID 0000-0001-7631-4602), Calder, Samuel David (ORCID 0000-0001-6064-5837), Pogorzelski, Simmone, Koch, Lauren
Source: Child Language Teaching and Therapy. Jun 2021 37(3):321-336.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Grade 1
Primary Education
Descriptors: Developmental Delays, Language Impairments, Oral Language, Intervention, Program Effectiveness, Emergent Literacy, Response to Intervention, Reading Difficulties, Teaching Methods, Foreign Countries, Evidence Based Practice, Reading Strategies, Reading Programs, Young Children, Preschool Education, Grade 1, Special Programs, Students with Disabilities, Speech Language Pathology, Allied Health Personnel, Special Education
Geographic Terms: Australia
Assessment and Survey Identifiers: Clinical Evaluation of Language Fundamentals
DOI: 10.1177/02656590211052001
ISSN: 0265-6590
Abstract: Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A retrospective cohort comparison was used to evaluate whether there was an observable effect of a manualised Tier 1 intervention compared to 'business-as-usual' on early literacy skills for children with DLD. Participants were 140 children attending a specialised education program with equivalent oral language skills and alphabetic knowledge at baseline. After 18 months formal literacy intervention, both groups were assessed on measures of early literacy skills. The differences between group means on all measures favoured the manualised intervention group, and they performed significantly better on a measure of nonword reading fluency. The findings indicate that a manualised Tier 1 intervention may be advantageous for children with DLD in developing proficiency in phonological recoding. This research contributes to the sparse evidence-base supporting the implementation of Tier 1 interventions for at risk populations, and findings warrant future research using experimental designs with tighter controls.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1320424
Database: ERIC
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  Data: A Preliminary Evaluation of a Manualised Intervention to Improve Early Literacy Skills in Children with Developmental Language Disorder
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  Data: <searchLink fieldCode="AR" term="%22Taylor%2C+Anna+Louise%22">Taylor, Anna Louise</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7631-4602">0000-0001-7631-4602</externalLink>)<br /><searchLink fieldCode="AR" term="%22Calder%2C+Samuel+David%22">Calder, Samuel David</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6064-5837">0000-0001-6064-5837</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pogorzelski%2C+Simmone%22">Pogorzelski, Simmone</searchLink><br /><searchLink fieldCode="AR" term="%22Koch%2C+Lauren%22">Koch, Lauren</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Child+Language+Teaching+and+Therapy%22"><i>Child Language Teaching and Therapy</i></searchLink>. Jun 2021 37(3):321-336.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 16
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  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Developmental+Delays%22">Developmental Delays</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Response+to+Intervention%22">Response to Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Programs%22">Special Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Language+Pathology%22">Speech Language Pathology</searchLink><br /><searchLink fieldCode="DE" term="%22Allied+Health+Personnel%22">Allied Health Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: 10.1177/02656590211052001
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  Data: 0265-6590
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A retrospective cohort comparison was used to evaluate whether there was an observable effect of a manualised Tier 1 intervention compared to 'business-as-usual' on early literacy skills for children with DLD. Participants were 140 children attending a specialised education program with equivalent oral language skills and alphabetic knowledge at baseline. After 18 months formal literacy intervention, both groups were assessed on measures of early literacy skills. The differences between group means on all measures favoured the manualised intervention group, and they performed significantly better on a measure of nonword reading fluency. The findings indicate that a manualised Tier 1 intervention may be advantageous for children with DLD in developing proficiency in phonological recoding. This research contributes to the sparse evidence-base supporting the implementation of Tier 1 interventions for at risk populations, and findings warrant future research using experimental designs with tighter controls.
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        Value: 10.1177/02656590211052001
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 321
    Subjects:
      – SubjectFull: Developmental Delays
        Type: general
      – SubjectFull: Language Impairments
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      – SubjectFull: Oral Language
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      – SubjectFull: Intervention
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Response to Intervention
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      – SubjectFull: Reading Difficulties
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Reading Strategies
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      – SubjectFull: Australia
        Type: general
      – SubjectFull: Clinical Evaluation of Language Fundamentals
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      – TitleFull: A Preliminary Evaluation of a Manualised Intervention to Improve Early Literacy Skills in Children with Developmental Language Disorder
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