Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial.
Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial.
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早期语言筛查和干预可以成功地大规模实施：来自整群随机对照试验的证据。
DOI：
10.1111/jcpp.13415
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发表时间：
2021
期刊：
影响因子：
--
通讯作者：
West G
中科院分区：
文献类型：
--
作者：
West G
背景口语技能是正规教育的重要基础，这一点已得到公认。这项研究评估了纳菲尔德早期语言干预（NELI）计划在大规模实施时改善第一年入学语言困难的有效性。方法我们在193所小学（包含238个接待教室）进行了一项集群随机对照试验（RCT）。学校被随机分配到为期20周的口头语言干预组或照常营业的对照组。参与学校的所有班级（N= 5，879名儿童）都由学校工作人员使用自动化应用程序进行筛选，以评估儿童的口语技能。筛选确定了1，173名儿童有资格接受语言干预：包含571名这些儿童的学校被分配到对照组，569名被分配到干预组。结果接受NELI计划的儿童在反映语言能力标准化措施的潜在变量上比照常营业的对照组取得了显着更大的收益（d= .26）以及学校管理的接受性和表达性语言技能自动评估（d= .32）。干预的效果并没有改变作为家庭语言背景或gender.ConclusionsThis研究的功能提供了强有力的证据，以学校为基础的语言干预计划（NELI）规模交付的有效性。这些研究结果表明，语言困难可以通过学校测试来识别，并通过TA提供的干预来改善;这对教育和社会政策具有重要意义。
BackgroundIt is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale.MethodsWe conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were randomly allocated to either a 20‐week oral language intervention or a business‐as‐usual control group. All classes (N= 5,879 children) in participating schools were screened by school staff using an automated App to assess children’s oral language skills. Screening identified 1,173 children as eligible for language intervention: schools containing 571 of these children were allocated to the control group and 569 to the intervention group.ResultsChildren receiving the NELI programme made significantly larger gains than the business‐as‐usual control group on a latent variable reflecting standardized measures of language ability (d= .26) and on the school‐administered automated assessment of receptive and expressive language skills (d= .32). The effects of intervention did not vary as a function of home language background or gender.ConclusionsThis study provides strong evidence for the effectiveness of a school‐based language intervention programme (NELI) delivered at scale. These findings demonstrate that language difficulties can be identified by school‐based testing and ameliorated by a TA delivered intervention; this has important implications for educational and social policy.
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影响因子：
7.2
作者：
Hulme, Charles;Snowling, Margaret J.;Melby-Lervag, Monica
通讯作者：
Melby-Lervag, Monica
学习英语作为附加语言的儿童的英语语言能力和早期学校成绩
影响因子：
4.6
作者：
Katie Whiteside;Debbie Gooch;C. Norbury
通讯作者：
C. Norbury
DOI：
10.1111/j.1469-8749.2010.03794.x
发表时间：
2011-01-01
影响因子：
3.8
作者：
van Agt, Heleen;Verhoeven, Ludo;de Koning, Harry
通讯作者：
de Koning, Harry
影响因子：
2.5
作者：
Kahan BC;Morris TP
通讯作者：
Morris TP
影响因子：
3.2
作者：
Rogde K;Hagen ÅM;Melby-Lervåg M;Lervåg A
通讯作者：
Lervåg A