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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
Language: English
Authors: Esteban Peñaherrera (ORCID 0000-0001-9360-9816), Raquel Balboa-Castells, Shafaq Rubab, Alfonso Igualada (ORCID 0000-0001-8031-7662), Mònica Sanz-Torrent, Llorenç Andreu
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
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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="%22Esteban+Peñaherrera%22">Esteban Peñaherrera</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9360-9816">0000-0001-9360-9816</externalLink>)<br /><searchLink fieldCode="AR" term="%22Raquel+Balboa-Castells%22">Raquel Balboa-Castells</searchLink><br /><searchLink fieldCode="AR" term="%22Shafaq+Rubab%22">Shafaq Rubab</searchLink><br /><searchLink fieldCode="AR" term="%22Alfonso+Igualada%22">Alfonso Igualada</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8031-7662">0000-0001-8031-7662</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mònica+Sanz-Torrent%22">Mònica Sanz-Torrent</searchLink><br /><searchLink fieldCode="AR" term="%22Llorenç+Andreu%22">Llorenç Andreu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Speech%2C+Language%2C+and+Hearing+Research%22"><i>Journal of Speech, Language, and Hearing Research</i></searchLink>. 2025 68(11):5523-5542.
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  Data: 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
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  Data: 20
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Multi+Tiered+Systems+of+Support%22">Multi Tiered Systems of Support</searchLink><br /><searchLink fieldCode="DE" term="%22Developmental+Disabilities%22">Developmental Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+Awareness%22">Phonological Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Morphology+%28Languages%29%22">Morphology (Languages)</searchLink><br /><searchLink fieldCode="DE" term="%22Syntax%22">Syntax</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
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  Data: 10.1044/2025_JSLHR-25-00211
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  Data: 1092-4388<br />1558-9102
– 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.
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        Value: 10.1044/2025_JSLHR-25-00211
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      – Text: English
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      – SubjectFull: Multi Tiered Systems of Support
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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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