Delivering language intervention at scale: promises and pitfalls.
Saved in:
| Title: | Delivering language intervention at scale: promises and pitfalls. |
|---|---|
| Authors: | Snowling, Margaret J., West, Gillian, Fricke, Silke, Bowyer‐Crane, Claudine, Dilnot, Julia, Cripps, Denise, Nash, Marysia, Hulme, Charles |
| Source: | Journal of Research in Reading. Aug2022, Vol. 45 Issue 3, p342-366. 25p. |
| Subjects: | Education, Methodology, Business partnerships, Implementation (Social action programs), Research |
| Abstract: | Background: There is now substantial evidence that language interventions delivered to small groups can be effective for improving language skills and hence strengthening the foundation for formal schooling. However, there are remaining challenges when delivering such interventions in naturalistic environments at scale. Method: We reflect on three randomised trials designed to evaluate the impact of an early years language programme, prior to the implementation of a large effectiveness trial, delivered in partnership with speech and language professionals. We consider findings within a framework from implementation science. Results: We found that, in contrast to policy‐led interventions for reading and mathematics, language interventions are not prioritised in mainstream settings. Aside from this, other obstacles to delivery were the time taken to prepare and to timetable sessions, lack of communication about the requirements of delivery and the need for language screening. Crucial to success was the support from the class teacher of teaching assistants delivering the intervention. However, feedback was largely positive from most stakeholders, and the intervention was found to have a positive impact on children's language with preliminary evidence for effects on behaviour and on reading comprehension. Conclusions: While many educators recognise the importance of language for communication, the benefits of oral language interventions are only recently becoming prioritised by policy‐makers. We propose that challenges to successful delivery and adoption of evidence‐based language interventions in mainstream settings can be remedied through better communication with stakeholders and collaboration between researchers and professional colleagues including senior leaders, teachers, teaching assistants, speech and language therapists and psychologists. It is imperative to take account of issues of implementation when designing an intervention and to do this successfully is a multidisciplinary enterprise. Highlights: What is already known about this topic Early language intervention is effective.Trials of language intervention show larger effect sizes if fidelity is good.Scaling up research‐led interventions is challenging. What this paper adds The paper provides an overview of three published trials and reflects on the issue of implementation at scale.The paper presents a schools' perspective on the qualitative findings from educational practitioners who delivered the intervention, based on questionnaires and interviews.The paper demonstrates how theoretically motivated interventions can be adapted for delivery at scale. Implications for theory, policy or practice Effective interventions need to be theoretically justified.Partnership between researchers and practice is essential to delivering sustainable interventions at scale.Children with language difficulties and disorders respond well to structured interventions delivered in mainstream schools. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Reading is the property of Wiley-Blackwell 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: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background: There is now substantial evidence that language interventions delivered to small groups can be effective for improving language skills and hence strengthening the foundation for formal schooling. However, there are remaining challenges when delivering such interventions in naturalistic environments at scale. Method: We reflect on three randomised trials designed to evaluate the impact of an early years language programme, prior to the implementation of a large effectiveness trial, delivered in partnership with speech and language professionals. We consider findings within a framework from implementation science. Results: We found that, in contrast to policy‐led interventions for reading and mathematics, language interventions are not prioritised in mainstream settings. Aside from this, other obstacles to delivery were the time taken to prepare and to timetable sessions, lack of communication about the requirements of delivery and the need for language screening. Crucial to success was the support from the class teacher of teaching assistants delivering the intervention. However, feedback was largely positive from most stakeholders, and the intervention was found to have a positive impact on children's language with preliminary evidence for effects on behaviour and on reading comprehension. Conclusions: While many educators recognise the importance of language for communication, the benefits of oral language interventions are only recently becoming prioritised by policy‐makers. We propose that challenges to successful delivery and adoption of evidence‐based language interventions in mainstream settings can be remedied through better communication with stakeholders and collaboration between researchers and professional colleagues including senior leaders, teachers, teaching assistants, speech and language therapists and psychologists. It is imperative to take account of issues of implementation when designing an intervention and to do this successfully is a multidisciplinary enterprise. Highlights: What is already known about this topic Early language intervention is effective.Trials of language intervention show larger effect sizes if fidelity is good.Scaling up research‐led interventions is challenging. What this paper adds The paper provides an overview of three published trials and reflects on the issue of implementation at scale.The paper presents a schools' perspective on the qualitative findings from educational practitioners who delivered the intervention, based on questionnaires and interviews.The paper demonstrates how theoretically motivated interventions can be adapted for delivery at scale. Implications for theory, policy or practice Effective interventions need to be theoretically justified.Partnership between researchers and practice is essential to delivering sustainable interventions at scale.Children with language difficulties and disorders respond well to structured interventions delivered in mainstream schools. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 01410423 |
| DOI: | 10.1111/1467-9817.12391 |
