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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
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
