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Interventions for Language Learning Impairments

Interventions for Language Learning Impairments. Professor Maggie Snowling St John’s College, Oxford. Spoken language is the foundation for l earning. T he medium of instruction T he foundation for literacy (and especially reading with understanding)

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Interventions for Language Learning Impairments

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  1. Interventions for Language Learning Impairments Professor Maggie Snowling St John’s College, Oxford

  2. 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 self- regulation • The strongest predictor of educational achievement • Children with poor language at school entry require intervention

  3. How can we foster oral language skills?

  4. Reading vs. Language Intervention

  5. Overview

  6. Intervention effects on language [at post-test T5]

  7. Outcomes at T6 (+6 months)

  8. .47 Oral Language mediates Reading Comprehension outcomes t5 CELF Vocab t5 APT Info t5 APT Grammar t5 List Comp .86 .67 .67 .63 Language Post-Test (t5) .65 .26 Reading Comprehension t6 INTERVENTION

  9. York Reading for Meaning (ReadMe) trial Clarke, Hulme, Truelove & Snowling (2010)

  10. 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

  11. All interventions improvedReading Comprehension

  12. Vocabulary was mediator of outcome

  13. 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

  14. Credits A big ‘thank you’ to all our collaborators: • Nuffield Foundation and ESRC • Charles Hulme, Claudine Bowyer-Crane, Silke Fricke, Fiona Duff,  Emma Truelove, GlynnisSmith, Elizabeth Fieldsend • Teaching Assistants and Schools who supported the research

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