Language disorder Mental and Behavioural Disorders Specific developmental disorders of speech and language
Conditions
Interventions
Funding has been provided by the Educational Endowment Foundation (EEF) to conduct a study of the Nuffield Early Language Intervention - Reception, coupled with online training for teachers and TAs de
Sponsors
Education Endowment Foundation
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1. Children must be in Reception class 2. Children must be aged 4 to 5 years at pretest 3. Children receiving the NELI-R programme will be selected for having language weaknesses in comparison to their peers at school entry
Exclusion criteria
Exclusion criteria: 1. Children with such severe sensory impairments that they are unable to access the language screening assessment 2. Children with such severe emotional or behavioural issues that they are unable to access the language screening assessment
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Language is measured using the LanguageScreen assessment (https://www.LanguageScreen.com) at pretest in October/November 2020 and at posttest in June/July 2021. Analyses will be based on an RDD quasi-experimental design. A language total score will be created from the 4 LanguageScreen app subtests (expressive vocabulary, receptive vocabulary, sentence repetition, listening comprehension). A multi-level model (children clustered within schools) will relate posttest LanguageScreen scores to pretest LanguageScreen scores and a group dummy variable (intervention = 0; control = 1). The pre-test LanguageScreen scores and pre-test LanguageScreenscores squared will be added as predictors to the model to assess whether the function relating pre-test to post-test scores is linear or involves a quadratic component. Interactions between group and the linear and quadratic components will be tested for by adding group*pre-test and group*pre-test squared interaction terms to the model, in accordance with recommendations made by Trochim (2006). Non-significant terms will be dropped iteratively, in order to arrive at the model that provides the most parsimonious fit to the data. A discontinuity between a regression function for the intervention group and the function for the control group; a higher intercept for the intervention group would provide evidence for a causal effect of the intervention in increasing post-test scores. | — |
Secondary
| Measure | Time frame |
|---|---|
| Behavioural adjustment is measured using 12-item behavioural adjustment subtest from the Brief Early Skills and Support Index teacher rating (BESSI) at pretest in October/November 2020 and at posttest in June/July 2021. The researchers will also evaluate any changes in behavioural adjustment by using the same comparison of group regression functions as specified above with a composite behavioural adjustment measure defined by 12 items from the rating scale grouped into three subsets (Behavioural regulation = 7 items; Attention/hyperactivity = 3 items; Sociability = 2 items). | — |
Countries
United Kingdom
Outcome results
None listed