Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 4 |
Descriptor
| Oral Language | 4 |
| Program Effectiveness | 4 |
| Language Skills | 3 |
| Phonemic Awareness | 3 |
| Children | 2 |
| Emergent Literacy | 2 |
| Intervention | 2 |
| Language Impairments | 2 |
| Literacy | 2 |
| Preschool Children | 2 |
| Spelling | 2 |
| More ▼ | |
Source
| Grantee Submission | 1 |
| Journal of Child Psychology… | 1 |
| Reading and Writing: An… | 1 |
| Topics in Language Disorders | 1 |
Author
| Charles Hulme | 1 |
| Duff, Fiona J. | 1 |
| Fiona J. Duff | 1 |
| Gillon, Gail | 1 |
| Grainger, Katy | 1 |
| Gray, Shelley | 1 |
| Hardwick, Samantha J. | 1 |
| Hulme, Charles | 1 |
| Johnson, Roberta L. | 1 |
| Macrae, Toby | 1 |
| Marianna E. Hayiou-Thomas | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Reports - Evaluative | 1 |
Education Level
Audience
Location
| New Zealand | 1 |
| United States | 1 |
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
Assessments and Surveys
| Clinical Evaluation of… | 1 |
| Kaufman Assessment Battery… | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 3 |
| Meets WWC Standards with or without Reservations | 4 |
Peer reviewed
Download full textWilcox, M. Jeanne; Gray, Shelley; Reiser, Mark – Grantee Submission, 2019
Problem/Purpose: Young children with developmental speech and/or language impairment (DSLI) often fail to develop important oral language and early literacy skills that are foundational for subsequent schooling and reading success. The purpose of this investigation was to examine the efficacy of the TELL curriculum and associated evidence-based…
Descriptors: Preschool Children, Speech Impairments, Language Impairments, Language Skills
Direct linkDuff, Fiona J.; Hulme, Charles; Grainger, Katy; Hardwick, Samantha J.; Miles, Jeremy N. V.; Snowling, Margaret J. – Journal of Child Psychology and Psychiatry, 2014
Background: Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. Methods: This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children…
Descriptors: Intervention, Children, At Risk Persons, Dyslexia
Fiona J. Duff; Marianna E. Hayiou-Thomas; Charles Hulme – Reading and Writing: An Interdisciplinary Journal, 2012
This study evaluates Reading Intervention--a 10-week supplementary reading programme emphasising the link between phonological awareness and reading--when delivered in a realistic educational setting. Twenty-nine 6-year-olds with reading difficulties participated in Reading Intervention and their progress and attainments were compared with those…
Descriptors: Program Effectiveness, Reading Programs, Intervention, Phonological Awareness
Tyler, Ann A.; Gillon, Gail; Macrae, Toby; Johnson, Roberta L. – Topics in Language Disorders, 2011
Aim: The purpose of this study was to examine the effects of an integrated phoneme awareness/speech intervention in comparison to an alternating speech/morphosyntax intervention for specific areas targeted by the different interventions, as well as the extent of indirect gains in nontargeted areas. Method: A total of 30 children with co-occurring…
Descriptors: Early Intervention, Morphemes, Oral Language, Language Impairments
