Interventions for Language Learning Impairments Professor Maggie Snowling St John’s College, Oxford Spoken language is the foundation for learning • The medium of instruction • The foundation for literacy (and especially reading with understanding) • The support for numeracy development, especially verbal number skills • Associated with better selfregulation • The strongest predictor of educational achievement Children with poor language at school entry require intervention How can we foster oral language skills? Reading vs. Language Intervention Peer-based Standard Score (N=500) 102.00 100.00 98.00 96.00 94.00 OL 92.00 P+R 90.00 88.00 86.00 84.00 82.00 Letter Knowledge Early Word Reading Spelling 6-month follow-up (t4) Vocabulary Grammar Overview Measure Mean SD CELF EV Scaled 7.8 2.7 CELF SS Scaled 7.4 2.5 PSRep Standard 82.9 17.0 Intervention effects on language [at post-test T5] Outcomes at T6 (+6 months) Effect Size 0.83 0.49 0.52 0.52 0.3 0.07 Oral Language mediates Reading Comprehension outcomes .47 t5 CELF Vocab .86 t5 APT Info t5 APT Grammar t5 List Comp .67 .67 .63 Language Post-Test (t5) INTERVENTION Reading Comprehension t6 York Reading for Meaning (ReadMe) trial Clarke, Hulme, Truelove & Snowling (2010) Programme contents and features Combined • All eight components • Sessions contained both reading and listening comprehension • Opportunities for children to encounter new vocabulary/idioms/inferences in both written and spoken language All interventions improved Reading Comprehension Vocabulary was mediator of outcome • Oral language work can be successfully delivered in school settings • In the early years, there is robust evidence that vocabulary and narrative skills can improve significantly as can oral phonological awareness • Improvements in oral language impact literacy development, especially reading comprehension • BUT there is no quick fix; – Interventions need to be of high quality – Short interventions may have specific effects but little generalization • Teaching assistants in mainstream schools and early years staff should be trained, supported and mandated to deliver oral language work Credits A big ‘thank you’ to all our collaborators: • Nuffield Foundation and ESRC • Charles Hulme, Claudine Bowyer-Crane, Silke Fricke, Fiona Duff, Emma Truelove, Glynnis Smith, Elizabeth Fieldsend • Teaching Assistants and Schools who supported the research