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 |
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| Language: | English |
| Authors: | Esteban Peñaherrera (ORCID |
| Source: | Journal of Speech, Language, and Hearing Research. 2025 68(11):5523-5542. |
| Availability: | American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | Multi Tiered Systems of Support, Developmental Disabilities, Language Impairments, Kindergarten, Young Children, Emergent Literacy, Cognitive Ability, Language Skills, Vocabulary Development, Phonological Awareness, Morphology (Languages), Syntax, Intervention, Receptive Language, Foreign Countries |
| Geographic Terms: | Spain |
| DOI: | 10.1044/2025_JSLHR-25-00211 |
| ISSN: | 1092-4388 1558-9102 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489348 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1092-4388 1558-9102 |
| DOI: | 10.1044/2025_JSLHR-25-00211 |
