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| Natura: | Artículo Open Access |
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Wiley
2024
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| Accesso online: | https://acamh.onlinelibrary.wiley.com/doi/10.1111/jcpp.14084 |
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| author | Rosanne Esposito Arne Lervag Charles Hulme |
| author_facet | Rosanne Esposito Arne Lervag Charles Hulme Rosanne Esposito Arne Lervag Charles Hulme |
| collection | Wiley Open Access |
| contents | Oral language intervention in the late primary school years is effective: evidence from a randomised control trial Rosanne Esposito Arne Lervag Charles Hulme Journal of Child Psychology and Psychiatry Background Oral language skills provide the foundation for formal education, and children may require language support over an extended period of time to maximise their education potential. Most work on language intervention, however, has focussed on the preschool or early school years. Here, we describe the development and evaluation of the Oral Language for Literacy Intervention (OLLI) programme which is designed to support children with weak language skills in the later primary school years. Methods We conducted a randomised control trial in 33 schools (50 classrooms). The language skills of all 8–9 year‐old children in each participating classroom ( n = 1,423) were assessed using an automated app (LanguageScreen). The six children with the weakest LanguageScreen scores within each classroom ( n = 296) were randomly allocated to the intervention ( n = 148) or control group ( n = 148). The children in the intervention group received the OLLI programme delivered in individual and small group sessions over 20 weeks. Children in the control group received their typical teaching. Results Children receiving the OLLI programme made significantly larger gains than children in the control group on a preregistered latent variable reflecting standardised measures of oral language ability ( d = 0.38) and on a measure of their written expression ( d = 0.42). Conclusions These findings have important implications for improving educational attainment in children in the late primary school years. The OLLI programme is designed to be deliverable at scale and is of relatively low cost. 10.1111/jcpp.14084 http://creativecommons.org/licenses/by/4.0/ |
| doi_str_mv | 10.1111/jcpp.14084 |
| format | Artículo Open Access |
| id | wiley_oa_10_1111_jcpp_14084 |
| institution | Wiley Open Access |
| license_str_mv | http://creativecommons.org/licenses/by/4.0/ |
| publishDate | 2024 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Oral language intervention in the late primary school years is effective: evidence from a randomised control trial Rosanne Esposito Arne Lervag Charles Hulme Journal of Child Psychology and Psychiatry Oral language intervention in the late primary school years is effective: evidence from a randomised control trial Rosanne Esposito Arne Lervag Charles Hulme Journal of Child Psychology and Psychiatry Background Oral language skills provide the foundation for formal education, and children may require language support over an extended period of time to maximise their education potential. Most work on language intervention, however, has focussed on the preschool or early school years. Here, we describe the development and evaluation of the Oral Language for Literacy Intervention (OLLI) programme which is designed to support children with weak language skills in the later primary school years. Methods We conducted a randomised control trial in 33 schools (50 classrooms). The language skills of all 8–9 year‐old children in each participating classroom ( n = 1,423) were assessed using an automated app (LanguageScreen). The six children with the weakest LanguageScreen scores within each classroom ( n = 296) were randomly allocated to the intervention ( n = 148) or control group ( n = 148). The children in the intervention group received the OLLI programme delivered in individual and small group sessions over 20 weeks. Children in the control group received their typical teaching. Results Children receiving the OLLI programme made significantly larger gains than children in the control group on a preregistered latent variable reflecting standardised measures of oral language ability ( d = 0.38) and on a measure of their written expression ( d = 0.42). Conclusions These findings have important implications for improving educational attainment in children in the late primary school years. The OLLI programme is designed to be deliverable at scale and is of relatively low cost. 10.1111/jcpp.14084 http://creativecommons.org/licenses/by/4.0/ |
| title | Oral language intervention in the late primary school years is effective: evidence from a randomised control trial |
| topic | Journal of Child Psychology and Psychiatry |
| url | https://acamh.onlinelibrary.wiley.com/doi/10.1111/jcpp.14084 |