14 DAY TRIAL // Parents of pre-school children that have poorly developed speech and language skills shouldn't worry too much, because the pre-school language intervention program, funded by the Nuffield Foundation, which took place in 15 institutions in Yorkshire, was a major success.
Under 'The Language 4 Reading' project, a team from the University's Department of Psychology at the University of York have assessed the positive results of pre-school language intervention program, for kids who have speech and language problems.
The project was a randomized controlled trial that included 15 schools and feeder-nurseries across Yorkshire, and trained a member of staff from each of the Early Years settings, so that he/she could put in place the language intervention program.
Professor Margaret Snowling, leader of the research team, said that “language skills are the foundation for literacy development and are fundamental to educational success.
“Our findings show that language intervention can be delivered successfully in Early Years settings by appropriately trained and supported teaching assistants.
“It has the potential to improve the educational lives of many children.
This program focused on three key areas: vocabulary knowledge, narrative and listening skills; phonics work was included in the later stages.
The kids attended three group sessions every week, and also had individual work, once they started school.
30 weeks later, those who had taken part in the intervention showed significant improvements in language skills, vocabulary and grammar knowledge included.
They also proved to have knowledge in letter-sound and spelling, which means that they have acquired the basis of phonics.
Professor Snowling said that “feedback from children, parents and teaching assistants indicates that taking part in the project has been an enjoyable experience for all concerned.
“The commitment of the schools and the enthusiasm of the teaching assistants have contributed to the success of the project.”
Professor Charles Hulme, Dr Silke Fricke and Dr Claudine Crane, were also part of the University of York project team.