Dataset Information

Efficacy of language intervention in the early years.

ABSTRACT:

Background

Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension.

Methods

In a randomized controlled trial, 180 children from 15 UK nursery schools (n = 12 from each setting; M(age) = 4;0) were randomly allocated to receive a 30-week oral language intervention or to a waiting control group. Children in the intervention group received 30 weeks of oral language intervention, beginning in nursery (preschool), in three group sessions per week, continuing with daily sessions on transition to Reception class (pre-Year 1). The intervention was delivered by nursery staff and teaching assistants trained and supported by the research team. Following screening, children were assessed preintervention, following completion of the intervention and after a 6-month delay.

Results

Children in the intervention group showed significantly better performance on measures of oral language and spoken narrative skills than children in the waiting control group immediately after the 30 week intervention and after a 6 month delay. Gains in word-level literacy skills were weaker, though clear improvements were observed on measures of phonological awareness. Importantly, improvements in oral language skills generalized to a standardized measure of reading comprehension at maintenance test.

Conclusions

Early intervention for children with oral language difficulties is effective and can successfully support the skills, which underpin reading comprehension.

SUBMITTER: Fricke S

PROVIDER: S-EPMC3593174 | biostudies-literature | 2013 Mar

REPOSITORIES: biostudies-literature

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Publications

Efficacy of language intervention in the early years.

Fricke Silke S Bowyer-Crane Claudine C Haley Allyson J AJ Hulme Charles C Snowling Margaret J MJ

Journal of child psychology and psychiatry, and allied disciplines 20121123 3

<h4>Background</h4>Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension.<h4>Methods</h4>In a randomized controlled trial, 180 children from 15 UK nursery schools (n = 12 from each setting; M(age) = 4;0) were randomly allocated to receive a 30-week oral language intervention or to a waiting control group. Children in the intervention group received 30 weeks of oral language i ...[more]

PMID: 23176547

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Project description:BackgroundCancer patients often report increased stress during chemotherapy. Stress management training has been shown to reduce this adverse outcome, but few interventions exist for Spanish-speaking Hispanic and Latina women (Latinas).MethodsFollowing community feedback (including focus groups/in-depth interviews), we transcreated the Spanish-Language Self-Administered Stress Management Training (SL-SAT) intervention based on our previously developed and implemented English-based intervention. Latinas about to begin chemotherapy were randomized to SL-SAT (n = 121) or usual care (n = 119). A Spanish-speaking interventionist met with SL-SAT participants who received the SL-SAT toolkit containing instructions in 3 well-established stress management techniques (deep breathing, progressive muscle relaxation and guided imagery, and use of coping self-statements). Usual care participants received an educational booklet about coping with chemotherapy. All patients were instructed by nurses on their chemotherapy medications and given a resource listing of local support groups. Outcomes were obtained at baseline, and 7 and 13 weeks after starting chemotherapy. Primary outcomes included anxiety and depression, cancer-related distress, emotional well-being, and spiritual well-being. Secondary outcomes included functional well-being, social/family well-being, physical well-being, symptom severity, and self-efficacy for managing stress. Data were analyzed by using mixed models.ResultsIn both groups, improvements were observed in emotional well-being (P = .01), and declines were observed in functional well-being (P = .05), and physical well-being (P < .0001). Symptom severity increased across the follow-up period (P < .001).ConclusionsTo be effective, stress management interventions for Latinas receiving chemotherapy may necessitate more attention from an interventionist, delivery of the intervention over a longer interval, and/or a group-based format.

Dataset Information

Efficacy of language intervention in the early years.

Background

Methods

Results

Conclusions

Publications

Efficacy of language intervention in the early years.

Similar Datasets

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