The effectiveness of the Oral Language for Literacy Intervention (OLLI) program in children with developmental language difficulties

2021 ◽  
Author(s):  
Charles Hulme
Keyword(s):  
Oral Language ◽  
Literacy Intervention ◽  
Language Difficulties

Emergent Literacy Intervention for Vulnerable Preschoolers

2003 ◽  
Vol 12 (3) ◽  
pp. 320-332 ◽  
Author(s):  
Laura M. Justice ◽  
Sy-Miin Chow ◽  
Cara Capellini ◽  
Kevin Flanigan ◽  
Sarah Colton
Keyword(s):  
Emergent Literacy ◽  
Oral Language ◽  
Intervention Program ◽  
Literacy Intervention ◽  
Literacy Assessment ◽  
Multiple Risk Factors ◽  
Literacy Knowledge ◽  
Oral Language Skills ◽  
Treatment Research ◽  
Literacy Performance

This study determined the relative efficacy of an experimental explicit emergent literacy intervention program for preschoolers experiencing multiple risk factors. Using an alternating treatment research design, children completed two 6-week waves of intervention in small groups; one wave featured the experimental explicit intervention program, whereas the other featured a comparison program. Emergent literacy assessment was conducted at pretest and at the end of each wave. Results indicated significant widespread gains in emergent literacy knowledge over the entire 12-week intervention program; growth was significantly greater during the experimental explicit intervention program compared to the comparison program. An examination of individual differences and intervention outcome showed oral language skills and literacy orientation to predict emergent literacy performance at the end of the program.

Significance of oral language delays and writing for early detection of developmental disorders

2017 ◽  
Vol 41 (S1) ◽  
pp. S435-S435
Author(s):  
F.J. De Santiago Herrero ◽  
D.M. García-Mateos ◽  
I. Arconada Díez ◽  
C. Torres Delgado ◽  
A.M. Trigo Bensusan
Keyword(s):  
Reading Comprehension ◽  
Early Detection ◽  
Intellectual Disabilities ◽  
Reading Fluency ◽  
Oral Language ◽  
Developmental Disorders ◽  
Written Language ◽  
Medical Centers ◽  
Language Difficulties ◽  
Competing Interest

IntroductionThe study of the oral and written language delayed at the school makes possible the early detection of scholar, behavioral and psychiatric disorders. These difficulties could affect to the personal and professional development.ObjectivesTo confirm the relationship between language oral and written delayed for the early detection of developmental disorders.MethodA sample of 350 subjects among 5 and 23 years of age is analyzed with oral and/or written language difficulties. It is studied diagnosis, gender, age, reason for treatment, grade and submitter.ResultsThe specific learning disabilities (SLD) request a 62.3% of the treatment among 7–10 years. The percentages of SLD are: reading comprehension difficulties (17.4%), dysorthography (13.4%), reading fluency and reading comprehension difficulties (12.9%), reading fluency (11.7%) and, dysorthography and reading fluency (6.9%). There exist percentage differences between repeaters (39.4%) and no repeaters (22.9%) students with DALE. The oral/written language provides the early detection of Intellectual disabilities (8.6% of the simple). The relation between the reason for treatment and diagnosis do not coincide: the consults was 3.7% for oral language delay, 2.6% for reading comprehension difficulties, 1.4% for dysorthography and 0.9% for reading fluency. The school demand more treatment (50.9%), next to medical centers (22.3%) and family initiative (15.7%).ConclusionsThe oral/written language delayed – especially the reading comprehension difficulties – are a good early detection for the developmental disorders (intellectual disabilities minor, SLD and TDAH at the primary stage). There is more percentage of boys than girls (2:1) with language delayed, except at Intellectual disabilities, because there is an identical percentage (4.3%).Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Differentiating ADHD from oral language difficulties in children: role of movements and effects of stimulant medication

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Carroll W Hughes ◽  
Joyce Pickering ◽  
Kristi Baker ◽  
Gina Bolanos ◽  
Cheryl Silver
Keyword(s):  
Oral Language ◽  
Stimulant Medication ◽  
Language Difficulties

scholarly journals Performance in the accuracy task in children with Childhood Apraxia of Speech after an integrated intervention of literacy and motor skills

CoDAS ◽  
2022 ◽  
Vol 34 (2) ◽  
Author(s):  
Karina Carlesso Pagliarin ◽  
Marileda Barichello Gubiani ◽  
Rafaela Rossini Rosa ◽  
Márcia Keske-Soares
Keyword(s):  
Motor Skills ◽  
Oral Language ◽  
Direct Relationship ◽  
Literacy Skills ◽  
Literacy Intervention ◽  
Apraxia Of Speech ◽  
Childhood Apraxia Of Speech ◽  
Communication Problems ◽  
Before And After ◽  
Therapy Sessions

ABSTRACT Difficult in literacy skills are often seen in children with Childhood Apraxia of Speech (CAS). This occurs because oral language has direct relationship with reading and writing learning. The purpose of this study was to evaluate the performance in the accuracy task of an integrated phonoarticulatory awareness, motor skills and literacy intervention of three children with CAS. Three boys between 5;3 and 5;8 years of age, with CAS, were offered 2 hours per week of therapy sessions based on literacy and motor skills. The children were assessed before and after therapy and at a maintenance assessment 1 month after the treatment ceased. The children improved on the accuracy task considering their deficits level. Improvement was maintained at the maintenance assessment. Therapy based on literacy considering phonoarticulatory awareness and motor skills can help children with CAS, but the severity of the children’s communication problems must be taken into consideration.

Teacher-Identified Oral Language Difficulties among Boys with Attention Problems

1994 ◽  
Vol 15 (2) ◽  
pp. 92???98 ◽  
Author(s):  
TOM HUMPHRIES ◽  
HADLEY KOLTUN ◽  
MOLLY MALONE ◽  
WENDY ROBERTS
Keyword(s):  
Oral Language ◽  
Attention Problems ◽  
Language Difficulties

Event-related potentials reveal anomalous morphosyntactic processing in developmental dyslexia

2012 ◽  
Vol 34 (6) ◽  
pp. 1135-1162 ◽  
Author(s):  
CHIARA CANTIANI ◽  
MARIA LUISA LORUSSO ◽  
PAOLO PEREGO ◽  
MASSIMO MOLTENI ◽  
MARIA TERESA GUASTI
Keyword(s):  
Language Processing ◽  
Developmental Dyslexia ◽  
Oral Language ◽  
Event Related Potentials ◽  
Electrophysiological Data ◽  
Verb Agreement ◽  
Subject Number ◽  
Language Difficulties ◽  
Related Potentials ◽  
Main Factors

ABSTRACTIn the light of the literature describing oral language difficulties in developmental dyslexia (DD), event-related potentials were used in order to compare morphosyntactic processing in 16 adults with DD (aged 20–28 years) and unimpaired controls. Sentences including subject–verb agreement violations were presented auditorily, with grammaticality and subject number as main factors. Electrophysiological data revealed differences between groups concerning both the latency of the P600 component and the additional presence in the DD group of a negativity broadly diffused all over the scalp. Moreover, these electrophysiological anomalies increased when plural sentences were processed. On the whole, the results support the hypothesis of a linguistic deficit and of different language processing modalities in DD participants.

Early literacy and child wellbeing: Exploring the efficacy of a home-based literacy intervention on children’s foundational literacy skills

2020 ◽  
pp. 146879842095522
Author(s):  
Melissa Derby ◽  
Angus Macfarlane ◽  
Gail Gillon
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
Oral Language ◽  
Cognitive Skills ◽  
Literacy Skills ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Literacy Intervention ◽  
Home Based ◽  
Literacy Success

This paper reports on findings from a doctoral study that explored the efficacy of a home-based literacy intervention in advancing preschool children’s foundational literacy skills. Two key cognitive skills critical for early literacy success were examined in particular, those being phonological awareness, and elements of oral language, including vocabulary knowledge, which is the specific skill discussed in this paper. The intervention consisted of two main areas of focus – one, named Rich Reading and Reminiscing (RRR), concentrated on stimulating children’s oral language skills, and the other, called Stimulating Sound Sensitivity (SSS), aimed to generate shifts in children’s phonological awareness abilities. Data sets were gathered with eight children and their families over a twelve-week period, which corresponded with the duration of the intervention. A final set of data was collected six months after the intervention ceased. The study employed a crossover design, where four children and their families participated in the RRR component of the intervention, which ran for six weeks, followed by the SSS portion of the intervention. The remaining four children participated in the same parts of the intervention but in reverse order of delivery. The crossover approach established a control in the study, and allowed the effects of each part of the intervention on the children’s early literacy skills to be more clearly revealed. This paper reports on two children – one from each cohort – whose results are evidence of the efficacy of the intervention in advancing key aspects of children’s foundational literacy skills. Key Findings The children who participated in the RRR component of the intervention first showed improvements in vocabulary knowledge mid-intervention. Conversely, the children who participated in the SSS component first made gains in their phonological awareness skills before the other cohort of children did. These findings have implications for early childhood educators and families concerning the strategies adopted by these stakeholders which aim to foster strong cognitive skills critical for literacy success.

scholarly journals Phonological Deficit Traits in Verbal Language of Dyslexics

2021 ◽  
Author(s):  
Aya Adel ◽  
Marwa Mahmoud Saleh
Keyword(s):  
Phonological Processing ◽  
Oral Language ◽  
Short Term Memory ◽  
Educational Opportunities ◽  
Phonological Representations ◽  
Verbal Language ◽  
Phonological Learning ◽  
Language Difficulties ◽  
Common Learning ◽  
Delayed Language Development

Developmental dyslexia is a common learning disorder which is defined as a specific deficit in reading acquisition that cannot be accounted for by low IQ , lack of typical educational opportunities, or an obvious sensory or neurological damage. Dyslexic children commonly present with delayed language development first, which selectively affects phonological processing more than other aspects of language. The problem at the level of phonological representations causes a range of typical symptoms which include problems of verbal short-term memory, non-word repetitions, phonological learning of new verbal information, word retrieval, and rapid naming. This chapter will address the picture of early oral language difficulties especially phonological deficits in dyslexia, and how reading problems are related to them.

scholarly journals Screening for the Identification of Oral Language Difficulties in Brazilian Preschoolers: A Validation Study

2020 ◽  
Vol 51 (3) ◽  
pp. 852-865
Author(s):  
Marina L. Puglisi ◽  
Helena F. Blasi ◽  
Margaret J. Snowling
Keyword(s):  
Preschool Children ◽  
Oral Language ◽  
Operating Characteristic ◽  
Good Accuracy ◽  
Preschool Teachers ◽  
Language Disorders ◽  
False Alarms ◽  
Language Performance ◽  
Language Difficulties ◽  
Confirmatory Factor

Purpose This study aimed to develop and validate a screening questionnaire for the early identification of language difficulties in Brazilian Portuguese–speaking preschool children. Method The article is divided into two studies. In the first study, we reported the theoretical principles that guided the development of the Screening for Identification of Oral Language Difficulties by Preschool Teachers (SIOLD) and tested the validity of its structure. The psychometric properties of the SIOLD were tested using a sample of 754 children attending Year 1 of preschool. Thirty-two teachers coming from eight different schools completed individual questionnaires for all their students. Confirmatory factor analysis was used to assess the validity of the SIOLD. In the second study, we investigated the accuracy of the questionnaire for identifying children with oral language difficulties using a different sample of 100 preschool children. Using receiver operating characteristic and precision recall curves, we assessed the sensitivity and specificity of the SIOLD to identify children who showed impaired language performance in a short battery of tests. Results The SIOLD has been shown to be a valid and accurate questionnaire for assessing the form and content of oral language in preschool children. It showed good accuracy, with sensitivity ranging between .750 and .857 and specificity of .946 for the identification of language difficulties. Among the cases positively identified by the SIOLD as having language difficulties, 54.5% were true cases of language disorders, while 45.5% were false alarms. The combination of these findings shows that the SIOLD overpredicts positive cases but identifies most children with true language disorders and passes most children without language disorders, as required of a good screening test. Conclusions The questionnaire provides a useful tool for enabling Brazilian teachers to refer children with language difficulties to the speech-language services. The theoretical and clinical implications are discussed.

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