Experimental Evaluation of a Preschool Language Curriculum: Influence on Children’s Expressive Language Skills

Justice, Laura M.; Mashburn, Andrew J.; Pence, Khara L.; Wiggins, Alice

doi:10.1044/1092-4388(2008/072)

Cited by 125 publications

(78 citation statements)

References 52 publications

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“…Of the 27 studies (26 papers), only three studies recruited 'at-risk' children, 135,137,138 with one study recruiting both children at risk and those with a language impairment. 135 The remaining studies all recruited children with existing language impairment.…”

Section: Child Participant Demographicsmentioning

confidence: 99%

“…In total, 26 papers (27 studies) were included in this theme, 70,134,135,[137][138][139]154,157,[168][169][170][173][174][175][176][177][178][179][180][181][182][183][184][185][186][187] which looked at work that aimed to improve children's expressive language, in quantity, vocabulary or structure. DOI: 10.3310/pgfar03050 PROGRAMME GRANTS FOR APPLIED RESEARCH 2015 VOL.…”

Section: Expressive Languagementioning

confidence: 99%

“…Of these 27 studies, 25 included interventions to improve expressive language as the primary focus of the study. 70,135,137,139,154,157,169,170,[173][174][175][176][177][178][179][180][181][182][183][184][185][186][187] For two studies, 134,168 expressive language was a secondary focus of the study. The following list shows the various expressive language foci: l expressive and/or receptive language (10 papers representing 11 studies 70,134,135,175,176,[177][178][179][180][181] ) l language delay (three studies 182-184 ) l parental intervention for language delay (one study 174 ) l social communication/language (four studies 137,138,170,185 ) l phonological awareness (one study 168 ) l language and grammar (two studies 173,186 ) l teaching syntax (one study 154 ) l phonology and utt...…”

Section: Expressive Languagementioning

confidence: 99%

“…The following study designs were also used: case series (n = 1 154 ), multiple baseline across dyads (n = 4 138,170,184,185 ), single-subject alternating treatment design (n = 1 181 ), pre/post between groups (n = 4 135,176,180,182 ), between groups (n = 3 70,175,186 ), case study (n = 1 187 ), between groups, both comparison (n = 2 137,169 ) and between subjects with a crossover treatment design (n = 1 173 ).…”

Section: Designmentioning

confidence: 99%

See 3 more Smart Citations

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Roulstone

Marshall

Powell³

et al. 2015

Programme Grants Appl Res

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Coad J, et al. Evidence-based intervention for preschool children with primary speech and language impairments: Child Talkan exploratory mixed-methods study. Programme Grants Appl Res 2015;3(5). Programme Grants for Applied ResearchISSN 2050-4322 (Print) ISSN 2050-4330 (Online) This journal is a member of and subscribes to the principles of the Committee on Publication Ethics (COPE) (www.publicationethics.org/).Editorial contact: nihredit@southampton.ac.ukThe full PGfAR archive is freely available to view online at www.journalslibrary.nihr.ac.uk/pgfar. Print-on-demand copies can be purchased from the report pages of the NIHR Journals Library website: www.journalslibrary.nihr.ac.uk Criteria for inclusion in the Programme Grants for Applied Research journalReports are published in Programme Grants for Applied Research (PGfAR) if (1) they have resulted from work for the PGfAR programme, and (2) they are of a sufficiently high scientific quality as assessed by the reviewers and editors. Programme Grants for Applied Research programmeThe Programme Grants for Applied Research (PGfAR) programme, part of the National Institute for Health Research (NIHR), was set up in 2006 to produce independent research findings that will have practical application for the benefit of patients and the NHS in the relatively near future. The Programme is managed by the NIHR Central Commissioning Facility (CCF) with strategic input from the Programme Director.The programme is a national response mode funding scheme that aims to provide evidence to improve health outcomes in England through promotion of health, prevention of ill health, and optimal disease management (including safety and quality), with particular emphasis on conditions causing significant disease burden.For more information about the PGfAR programme please visit the website: http://www.nihr.ac.uk/funding/programme-grants-forapplied-research.htm This reportThe research reported in this issue of the journal was funded by PGfAR as project number RP-PG-0109-10073. The contractual start date was in January 2011. The final report began editorial review in April 2014 and was accepted for publication in October 2014. As the funder, the PGfAR programme agreed the research questions and study designs in advance with the investigators. The authors have been wholly responsible for all data collection, analysis and interpretation, and for writing up their work. The PGfAR editors and production house have tried to ensure the accuracy of the authors' report and would like to thank the reviewers for their constructive comments on the final report document. However, they do not accept liability for damages or losses arising from material published in this report.This report presents independent research funded by the National Institute for Health Research (NIHR). The views and opinions expressed by authors in this publication are those of the authors and do not necessarily reflect those of the NHS, the NIHR, CCF, NETSCC, PGfAR or the Department of Health. If there are verbatim quotation...

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Section: Child Participant Demographicsmentioning

confidence: 99%

Section: Expressive Languagementioning

confidence: 99%

Section: Expressive Languagementioning

confidence: 99%

Section: Designmentioning

confidence: 99%

See 2 more Smart Citations

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Roulstone

Marshall

Powell³

et al. 2015

Programme Grants Appl Res

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“…Expressive language deficits are identifiable through incoherent speech, disfluent speech, a limited lexical base, slow retrieval of vocabulary and semantic-pragmatic difficulties (Reddy et al, 2003). Evidence suggests that children from low socioeconomic homes often lag behind their age mates from more advantaged circumstances in expressive language skills (Justice et al, 2008).…”

Section: Learning Difficulties (Ld)mentioning

confidence: 99%

Teaching Children with Learning Difficulties via Community-Based Rehabilitation Projects in rural Sri Lanka

Wickremesooriya

2016

DCID

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The Importance of Quality Prekindergarten Programs for Promoting School Readiness Skills

Mashburn

2014

Wellbeing

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This chapter summarizes the extensive body of research that has examined associations between prekindergarten quality and children's school readiness, describes the methodological limitations and conceptual problems with these studies, and discusses the contributions of developmental theories to informing the design and structure of prekindergarten settings in ways that best support children's school readiness. The goal of this chapter is to refocus the definition of high‐quality prekindergarten on those aspects of programs that directly impact children's development. The result will help to identify the policies and program improvement efforts that are most likely to amplify the impacts of attending prekindergarten on children's school readiness and their later success.

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Experimental Evaluation of a Preschool Language Curriculum: Influence on Children’s Expressive Language Skills

Cited by 125 publications

References 52 publications

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – an exploratory mixed-methods study

Teaching Children with Learning Difficulties via Community-Based Rehabilitation Projects in rural Sri Lanka

The Importance of Quality Prekindergarten Programs for Promoting School Readiness Skills

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