scholarly journals A preliminary evaluation of a manualised intervention to improve early literacy skills in children with Developmental Language Disorder

2021 ◽  
pp. 026565902110520
Author(s):  
Anna Louise Taylor ◽  
Samuel David Calder ◽  
Simmone Pogorzelski ◽  
Stagoll Lauren Koch
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Language Disorder ◽  
Intervention Group ◽  
Literacy Skills ◽  
Future Research ◽  
Preliminary Evaluation ◽  
Developmental Language Disorder ◽  
Early Literacy Skills ◽  
Tier 1

Children with Developmental Language Disorder (DLD) commonly present with oral language weaknesses which disrupt the development of literacy and impede related academic progress. While there is evidence to support the delivery of manualised Tier 2 interventions with this population, little is known about the effects of Tier 1 interventions. A retrospective cohort comparison was used to evaluate whether there was an observable effect of a manualised Tier 1 intervention compared to ‘business-as-usual’ on early literacy skills for children with DLD. Participants were 140 children attending a specialised education program with equivalent oral language skills and alphabetic knowledge at baseline. After 18 months formal literacy intervention, both groups were assessed on measures of early literacy skills. The differences between group means on all measures favoured the manualised intervention group, and they performed significantly better on a measure of nonword reading fluency. The findings indicate that a manualised Tier 1 intervention may be advantageous for children with DLD in developing proficiency in phonological recoding. This research contributes to the sparse evidence-base supporting the implementation of Tier 1 interventions for at risk populations, and findings warrant future research using experimental designs with tighter controls.

Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

2020 ◽  
Vol 63 (12) ◽  
pp. 4193-4207
Author(s):  
Amy S. Pratt ◽  
John A. Grinstead ◽  
Rebecca J. McCauley
Keyword(s):  
Emergent Literacy ◽  
Language Disorder ◽  
Literacy Skills ◽  
Future Research ◽  
Developmental Language Disorder ◽  
Writing Ability ◽  
Transparent Orthography ◽  
Spanish Speaking ◽  
Phonological Structure ◽  
Name Writing

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.

Evaluation of the Effectiveness of an Early Literacy Program for Students with Significant Developmental Disabilities

2008 ◽  
Vol 75 (1) ◽  
pp. 33-52 ◽  
Author(s):  
Diane M. Browder ◽  
Lynn Ahlgrim-Delzell ◽  
Ginevra Courtade ◽  
Susan L. Gibbs ◽  
Claudia Flowers
Keyword(s):  
Developmental Disabilities ◽  
Early Literacy ◽  
Language Proficiency ◽  
Significant Interaction ◽  
Interaction Effects ◽  
Literacy Skills ◽  
Future Research ◽  
Control Group ◽  
Early Literacy Skills ◽  
The Impact

This study evaluated the impact of a curriculum called the Early Literacy Skills Builder on the language and early literacy skills of students with significant developmental disabilities. Students in the control group received the ongoing sight word and picture instruction prescribed by their individualized education programs. Results indicate statistically significant interaction effects for the treatment group for two research team-designed measures of early literacy (the Nonverbal Literacy Assessment and a pretest/posttest for the experimental curriculum). Significant interaction effects were also found for two standardized measures (Peabody Picture Vocabulary Test III and Memory for Sentences of the Woodcock Language Proficiency Battery). Implications and future research needs are provided.

The Impact of Intervention Dose Form on Oral Language Outcomes for Children With Developmental Language Disorder

2021 ◽  
pp. 1-36
Author(s):  
Pauline Frizelle ◽  
Anna-Kaisa Tolonen ◽  
Josie Tulip ◽  
Carol-Anne Murphy ◽  
David Saldana ◽  
...  
Keyword(s):  
Systematic Reviews ◽  
Oral Language ◽  
Intervention Studies ◽  
Language Disorder ◽  
Optimal Dose ◽  
Future Research ◽  
Original Research ◽  
Developmental Language Disorder ◽  
The Impact ◽  
Dose Form

Purpose The aim of this study was to extract key learning from intervention studies in which qualitative aspects of dosage, dose form , have been examined for children with developmental language disorder (DLD)—in vocabulary, morphosyntax, and phonology domains. This research paper emerged from a pair of systematic reviews, aiming to synthesize available evidence regarding qualitative and quantitative aspects of dosage. While quantitative aspects had been experimentally manipulated, the available evidence for dose form (tasks or activities within which teaching episodes are delivered) was less definitive. Despite this, the review uncovered insights of value to DLD research. Method A preregistered systematic review (PROSPERO ID: CRD42017076663) adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines was completed. Included papers were quasi-experimental, randomized controlled trial, or cohort analytic studies, published in any language between January 2006 and May 2019; oral language interventions with vocabulary, morphosyntax, or phonology outcomes; and participants with DLD ( M = 3–18 years). The intention was to include papers in which dose form was experimentally manipulated or statistically analyzed, while quantitative dosage aspects were controlled, such that definitive conclusions about optimal dose form could be drawn and gaps in the evidence identified. Results Two hundred and twenty-four papers met the above inclusion criteria; 27 focused on dose form . No study controlled for all quantitative aspects of dosage such that we could effectively address our original research questions. Despite this, key points of learning emerged with implications for future research. Conclusions There is tentative evidence of advantages for explicit over implicit instruction and of the benefits of variability in input, elicited production, and gestural and other visual supports. With careful design of dose form, there is potential to design more efficient interventions. Speech-language pathology research would benefit from an agreed taxonomy of dose form components and standardized reporting of intervention studies, to enable cross-study comparisons and a systematic accrual of knowledge to identify optimal dose form for clinical application.

SHELL: Oral Language and Early Literacy Skills in Kindergarten and First-Grade Children

1995 ◽  
Vol 10 (1) ◽  
pp. 37-48 ◽  
Author(s):  
Catherine E. Snow ◽  
Patton O. Tabors ◽  
Petra A. Nicholson ◽  
Brenda F. Kurland
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
First Grade ◽  
Literacy Skills ◽  
Early Literacy Skills

Effects of Using an iPad to Teach Early Literacy Skills to Elementary Students With Intellectual Disability

2020 ◽  
Vol 58 (1) ◽  
pp. 34-48
Author(s):  
Minkowan Goo ◽  
Diane Myers ◽  
Adela L. Maurer ◽  
Robert Serwetz
Keyword(s):  
Intellectual Disability ◽  
Early Literacy ◽  
Elementary Students ◽  
Functional Relationship ◽  
Literacy Skills ◽  
Future Research ◽  
Probe Design ◽  
Early Literacy Skills ◽  
Visual Supports ◽  
Multiple Probe

Abstract The purpose of this study was to investigate the effects of using an iPad to teach early literacy skills to students with intellectual disability (ID). Three elementary students with mild to moderate levels of ID participated in the study. We used a multiple-probe design across students to examine a functional relationship between using an iPad providing visual supports and the acquisition of phonemic segmentation skills. Results indicated that using visual supports via an iPad was an effective method to teach phonemic segmentation fluency to these three students with ID. We also discussed implications and suggestions for future research.

scholarly journals Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners

2020 ◽  
Vol 40 (1) ◽  
pp. 6-23
Author(s):  
Jin Hee Hur ◽  
Patricia Snyder ◽  
Brian Reichow
Keyword(s):  
Systematic Review ◽  
Early Literacy ◽  
Language Learners ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Future Research ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Electronic Database Search

Children who are dual language learners (DLLs) often have more difficulty acquiring English early literacy skills than their English monolingual peers. Much remains to be learned about efficacious early literacy instructional interventions and their effects on English early literacy skills of DLLs. The purposes of this systematic review were to describe key features of English early literacy interventions provided to children who were DLLs and their effects on English early literacy skills. We conducted an electronic database search and used additional methods to identify 25 studies. Studies varied in defining and characterizing children who were DLLs, including whether they were simultaneous versus sequential DLLs and how information was gathered about primary and secondary language exposure. Use of bilingual and monolingual instruction showed promise for enhancing English early literacy skills, although mixed findings were common when both language and code-related outcomes were measured. Implications for future research and practice are discussed.

Effects of word boxes on phoneme segmentation, word identification, and spelling for a sample of children with autism

2018 ◽  
Vol 34 (3) ◽  
pp. 303-317
Author(s):  
Laurice M Joseph
Keyword(s):  
Early Literacy ◽  
Word Identification ◽  
Children With Autism ◽  
Literacy Skills ◽  
Future Research ◽  
Early Literacy Skills ◽  
Phoneme Segmentation ◽  
Decoding Skills ◽  
Baseline Design ◽  
Phonological Decoding

The purpose of this study was to examine the effects of word boxes on the phoneme segmentation, word identification, and spelling performance of a sample of children with autism. Three children with autism were selected on the basis of similar performance on early literacy skills as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) screening instrument. The word boxes is a method that involves students placing plastic letters into respective divided sections of a drawn rectangle (i.e., boxes) as each sound in a word is articulated. This method is designed to help children acquire phonological decoding skills. A multiple baseline design across literacy skills was employed to study the effects of word boxes on phoneme segmentation, word identification, and spelling. This study is important, as it was the first to examine the effects of this method with students with autism. Results suggested that all students showed increases in phoneme segmentation and word identification, with two of the students showing some improvement in spelling. Limitations and implications for future research and practice are discussed.

Attendance As a Predictor of Oral Language and Early Literacy Skills in Preschool-Age Children

2012 ◽  
Author(s):  
Lauren A. Carbonell ◽  
Nurit Sheinberg ◽  
Laura Olivos ◽  
Nathalie Franco ◽  
Jennifer Reiss
Keyword(s):  
Early Literacy ◽  
Oral Language ◽  
Literacy Skills ◽  
Preschool Age ◽  
Early Literacy Skills ◽  
Preschool Age Children

Assessing Early Literacy Growth in Preschoolers Using Individual Growth and Development Indicators

2018 ◽  
Vol 45 (3) ◽  
pp. 173-183 ◽  
Author(s):  
Aleksis P. Kincaid ◽  
Scott R. McConnell ◽  
Alisha K. Wackerle-Hollman
Keyword(s):  
Early Childhood ◽  
Early Literacy ◽  
Literacy Skills ◽  
Individual Growth ◽  
Current Status ◽  
Future Research ◽  
Early Literacy Skills ◽  
Development Indicators ◽  
School Year ◽  
Over Time

Evidence of longitudinal relations between language and early literacy skills in early childhood and later reading (and other) achievement is growing, along with an expanding array of early education programs designed to improve later academic outcomes and prevent, reduce, or close later academic achievement gaps across groups. Assessment systems to support this intervention have been developed, but to date we have little evidence of these systems’ outcomes when used at a broad scale in community-based preschool programs. For this broad purpose, two research questions were addressed: (a) How much progress do children make on language and early literacy skills over the course of one school year? and (b) What is the relationship between child characteristics, baseline performance, and growth on language and early literacy skills? Results indicated growth over time for all measures and relations between child age, gender, and free-or-reduced-price status and students’ performance at the beginning of the school year, but (with one exception) no relation between these covariates and growth over time. Discussion centers on current status of language and early literacy assessment in early childhood education as well as needs and issues to be addressed in future research and program development.

Sentence Repetition: A Clinical Marker for Developmental Language Disorder in Danish

2019 ◽  
Vol 62 (12) ◽  
pp. 4450-4463
Author(s):  
Rikke Vang Christensen
Keyword(s):  
Language Disorder ◽  
Future Research ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Older Children ◽  
Likelihood Ratios ◽  
Clinical Marker ◽  
Sentence Repetition ◽  
Good Identification ◽  
Syntactic Properties

Purpose The aim of the study was to explore the potential of performance on a Danish sentence repetition (SR) task—including specific morphological and syntactic properties—to identify difficulties in children with developmental language disorder (DLD) relative to typically developing (TD) children. Furthermore, the potential of the task as a clinical marker for Danish DLD was explored. Method SR performance of children with DLD aged 5;10–14;1 (years;months; n = 27) and TD children aged 5;3–13;4 ( n = 87) was investigated. Results Compared to TD same-age peers, children with DLD were less likely to repeat the sentences accurately but more likely to make ungrammatical errors with respect to verb inflection and use of determiners and personal pronouns. Younger children with DLD also produced more word order errors that their TD peers. Furthermore, older children with DLD performed less accurately than younger TD peers, indicating that the SR task taps into morphosyntactic areas of particular difficulty for Danish children with DLD. The classification accuracy associated with SR performance showed high levels of sensitivity and specificity (> 90%) and likelihood ratios indicating good identification potential for clinical and future research purposes. Conclusion SR performance has a strong potential for identifying children with DLD, also in Danish, and with a carefully designed SR task, performance has potential for revealing morphosyntactic difficulties. Supplemental Material https://doi.org/10.23641/asha.10314437

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