Evidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties

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dc.citation.issue4
dc.citation.volume40
dc.contributor.authorGillon G
dc.contributor.authorDenston A
dc.contributor.authorMcNeill B
dc.contributor.authorScott A
dc.contributor.authorMacfarlane A
dc.date.available2020
dc.date.issued2020
dc.description"This is an open access article distributed under the Creative Commons Attribution License 4.0 (CCBY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited"
dc.description.abstractThis study investigated the response to class-wide phonological awareness and oral language teaching for 40 children who entered school with speech and language difficulties. A stepped wedge research design was adopted to compare the immediate impact of the 10-week teacher-led instruction. The progress of the children with speech and language difficulties was monitored over the first school year and compared with 110 children with language difficulties alone and 95 children with typical development. Children with speech and language needs showed a strong intervention response in phoneme awareness and vocabulary learning but needed more support to transfer skills to word decoding and spelling. Implementing the approach earlier in the school year resulted in stronger literacy performance at the year-end for all three groups. The importance of positive speech–language pathologist and teacher collaborations to support a systematic approach to evidence-based foundational literacy teaching is discussed.
dc.description.confidentialFALSE
dc.format.extent357 - 374
dc.identifier.citationTopics in Language Disorders, 2020, 40 (4), pp. 357 - 374
dc.identifier.doi10.1097/TLD.0000000000000233
dc.identifier.elements-id457834
dc.identifier.harvestedMassey_Dark
dc.identifier.issn0271-8294
dc.identifier.urihttps://hdl.handle.net/10179/17821
dc.publisherWolters Kluwer Health Inc
dc.relation.isPartOfTopics in Language Disorders
dc.subjectIntervention
dc.subjectphonological awareness
dc.subjectchildren
dc.subjectSpeech and language difficulties
dc.subject.anzsrc1103 Clinical Sciences
dc.subject.anzsrc1702 Cognitive Sciences
dc.subject.anzsrc2004 Linguistics
dc.titleEvidence-Based Class Literacy Instruction for Children With Speech and Language Difficulties
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Humanities and Social Sciences
pubs.organisational-group/Massey University/College of Humanities and Social Sciences/Institute of Education
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