Oral language skills are critical for development Interventions to improve oral language skills can be highly resources and strategies to help support early
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language skills
Charles Hulme
Department of Education
University of Oxford
The Take Home Messages!
Oral language skills are critical for development
They provide the foundation for literacy skills and more broadly for the whole of formal education Interventions to improve oral language skills can be highly effective Such interventions may be delivered effectively by Teaching Assistants working in schools, or by parents Improving oral language skills is important in its own right but also transfers to improvements in reading comprehension and possibly to decoding in younger childrenSome methodology
Studies of intervention can be thought of as involving at least three inter-related steps1.Establish that an intervention has a causal effect in
improving the condition in question2.Estimate the sizeof the causal effect
3.Explore the moderatorsand mediatorsof an effect
Moderators does the effect vary as a function of
participants characteristics? For whom does the intervention work best?Mediators what are the mechanisms underlying an
effect? How does the intervention work?Establishing Causal Effects
The simplest method (with fewest assumptions) is to randomly assign participants to conditions (RCT) Random assignment controls for unknown differences between people that might produce differences in scores (counterfactual reasoning what else can account for effects of the two Interventions on Reading?)Phonology
Language
Random
Assignment
Reading
SS 100
Reading
SS 100
Reading
SS 115
Reading
SS 100
Pre-testPost-test
The Nuffield
EarlyLanguage
Intervention
Programme
A Work in
Progress
since 2008Project Design
The Nuffield Early Language Intervention programme is a downward extension and modification of the oral language programme developed by Bowyer-Crane et al. (2008) An RCT where children with weak oral language skills in nursery were randomly allocated to one of two groupsOral language intervention (OL)
Waiting control group
The OL group received oral language intervention for 10 weeks prior to beginning school (Nursery) and for 20 weeks in Reception class (3 school terms) The waiting control group did not receive any additional teaching during that timeDesign
An RCT 641 children screened in 19 nursery classes (Screening)12 children from 15 schools (N=180, Mage4;0) selected based on
poor performance on standardised language measures (composite of 4 CELF subtests: recalling sentences, expressive vocabulary, sentence structure and word structure) Random assignment of children within each school to intervention or a waiting list control groupL4R Overview
ͻ3 x 15 min sessions per week
ͻGroup sessions (2-4 children)
ͻNarrative, vocabulary, listening
Nursery
(10 weeks)ͻ3 x 30 min group sessions
ͻ2 x 15 min individual sessions
ͻNarrative, vocabulary, listening
Reception 1
(10 weeks)ͻ3 x 30 min group sessions
ͻ2 x 15 min individual sessions
ͻadded letter sound knowledge
and phonological awarenessReception 2
(10 weeks)MeasureMeanSD
CELF EV Scaled7.82.7
CELFSS Scaled7.42.5
PSRepStandard82.917.0
Practicalities
TAs working in each school were trained to deliver the interventionTAs played a vital role
Feedback to and liaison with Research Team
Liaison with parents/school/class teacher
Support from Research Team
Training, Manual and Resources, Fortnightly tutorials,On-site tutorials, phone/email advice
Support from School
Time for teaching, tutorials, preparation and spaceLanguage
Pre-Test
Language
Post-Test
Group Dummy .88 -.14 ns .63.65.73.72.81.69.73.64 .16.31 .46 CELF Vocab APT Info APTGrammar
Listening
Comp APT Info APTGrammar
Listening
Comp .42X2 (20, N=180) = 36.58 p=0.013
RMSEA = .068 (90% CI 0.031
0.010)
CFI = 0.98
TLI = 0.96
.52 CELF Vocab y-Effects on standardised measures of oral language
(primary outcome) at immediate posttest(d= .80)Language
Pre-Test
Language
Maintenance
Test Group Dummy .83 -.10 ns .65.67.69.71.84.66.63.73 .16 .48 CELF Vocab APT Info APTGrammar
Listening
Comp APT Info APTGrammar
Listening
Comp .57X2 (21, N=180) = 36.25 p=0.021
RMSEA = .064 (90% CI 0.025
0.098)
CFI = 0.98
TLI = 0.96
.33 CELF Vocab y-Effects on oral language maintained at delayed
posttest(d= .83)Possible Moderators of Response to Intervention?
It is important to know whether the intervention
works equally well for all children or does it differentially benefit the least able? Or the most able?We can examine this statistically by looking for
interactions between initial Language Factor Scores and GroupRelate this to a graph of the data
Language Factor Scores for Each Group (pre-post)
No sign of an
interaction here slopes are equalRelate to
ANCOVA
modelThere are a
minority of children who doTransfer Effects to Reading Comprehension
York Assessment of Reading for Comprehension administered atMaintenance test (end of first term Year 1)
Intervention Mean: 4.80 (SD 1.58); Control Mean 3.91 (SD 1.83); d= 0.52 HLM with baseline word reading as a covariate, and school with random intercepts but fixed slopes, showed a highly significant effect of intervention on reading comprehension Difference in marginal means = 0.97 (95% CI 0.40-1.54; z = 3.31; p = 0.001) This effect remains unchanged when adding reading accuracy at maintenance test as an additional covariate Therefore, effect of intervention on reading comprehension is not a product of reading accuracy (which did not differ between groups: d = -.05) What accounts for this effect? Language comprehension!Language
Post-Test (t5)
.86.67.67.63 t5 APT Info t5 APTGrammar
t5 List Comp t5 CELF Vocab Group Dummy t6 ReadingComprehension
.47X2(8, N=180) = 7.62, p= 0.471RMSEA = 0.000 (90% CI = 0.00
0.085)
CFI = 1.000
TLI = 1.002
Indirect path here highly significant z = 23.68; p < .001 Complete mediation dropping the direct path has no effect on fit -X2(1, N=180) = 0.37 , NSEffects on oral language transfer to Reading
Comprehension 6-months later
Summary and Conclusions
Oral language skills can be promoted in pre-
school/reception class to provide a better foundation for formal education and literacy developmentSchool-based oral language interventions can be
successfully delivered by suitably trained and supported teaching assistants Oral Language intervention has a positive effect on by improvements in Language comprehension skillsStudy aims
Replicate and extend Fricke et al. (2013) to evaluate Nuffield Early Language Interventionprogramme in a field trial Rather than the research team, I CAN was licensed to distribute the programme, and delivered training and support to TAsCompare original 30-week programme (beginning in
nursery) with 20-week version (beginning inReception) to wait list control
Larger sample. N=394 (roughly 130 per arm)
Screening (
t0) Pre -test ( t1)30-weeks
group:10 weeks
Nursery
interventionTA Training
Post -test (t2)Summer breakSummer break
NurseryReceptionYear 1
TA Training
30-weeks
group:20 weeks
Reception
intervention20-weeks
group:20 weeks
Reception
interventionDelayed follow
-up (t3)Waiting Control
Group:
Reading &
language interventionTA Training
Christmas break
Timeline for assessments and interventions
Fricke, S., Burgoyne, K., Bowyer-Crane, C., Kyriacou, M., Zosimidou, A., Maxwell, L., Lervåg. A., Snowling, M. J., & Hulme, C. (under
review). The efficacy of early language intervention in mainstream school settings: A Randomised Controlled Trial. JCPP