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Interventions for Language Learning Impairments. Professor Maggie Snowling St John’s College, Oxford. Spoken language is the foundation for l earning. T he medium of instruction T he foundation for literacy (and especially reading with understanding) - PowerPoint PPT Presentation
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Interventions for Language Learning Impairments
Professor Maggie SnowlingSt John’s College, Oxford
Spoken language is the foundation for learning
• The medium of instruction• The foundation for literacy (and
especially reading with understanding)
• The support for numeracy development, especially verbal number skills
• Associated with better self- regulation
• The strongest predictor of educational achievement
Children with poor language at school entry require intervention
How can we foster oral language skills?
Reading vs. Language Intervention
Letter Knowledge Early Word Read-ing
Spelling Vocabulary Grammar82.00
84.00
86.00
88.00
90.00
92.00
94.00
96.00
98.00
100.00
102.00
OLP+R
6-month follow-up (t4)
Peer
-bas
ed S
tand
ard
Scor
e (N
=500
)
Overview
Measure Mean SD
CELF EV Scaled 7.8 2.7
CELF SS Scaled 7.4 2.5
PSRep Standard 82.9 17.0
Intervention effects on language [at post-test T5]
Outcomes at T6 (+6 months)
Langu
age
Narrati
ve
Phonological
Awareness LK
Decoding
Reading C
omprehension
0.83
0.3
0.49 0.52
0.07
0.52
Effect Size
Oral Language mediates Reading Comprehension outcomes
Language Post-Test (t5)
.86 .67 .67 .63
t5 APTInfo
t5 APTGrammar
t5 ListComp
t5 CELFVocab
INTERVENTIONReading
Comprehensiont6
.47
.26 .65
York Reading for Meaning (ReadMe) trial
Clarke, Hulme, Truelove & Snowling (2010)
Programme contents and features
Combined• All eight components• Sessions contained both reading and listening comprehension• Opportunities for children to encounter new vocabulary/idioms/inferences in both written and spoken language
All interventions improvedReading Comprehension
Vocabulary was mediator of outcome
• Oral language work can be successfully delivered in school settings • In the early years, there is robust evidence that vocabulary and
narrative skills can improve significantly as can oral phonological awareness
• Improvements in oral language impact literacy development, especially reading comprehension
• BUT there is no quick fix; – Interventions need to be of high quality– Short interventions may have specific effects but little generalization
• Teaching assistants in mainstream schools and early years staff should be trained, supported and mandated to deliver oral language work
CreditsA big ‘thank you’ to all our collaborators:• Nuffield Foundation and ESRC • Charles Hulme, Claudine Bowyer-Crane, Silke
Fricke, Fiona Duff, Emma Truelove, Glynnis Smith, Elizabeth Fieldsend
• Teaching Assistants and Schools who supported the research