Developmental language difficulties Mental and Behavioural Disorders
Conditions
Interventions
All children in each participating classroom will be screened with LanguageScreen. The six children in each classroom with the lowest LanguageScreen standard scores will be eligible for intervention.
Sponsors
University of Canterbury
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: Eligible children (5-year-olds who have started school in the 2024 school year) in all participating classrooms will undergo a language assessment using LanguageScreen (https://oxedandassessment.com/uk/languagescreen/). The children eligible for the intervention will be the six children in each participating reception classroom with the poorest language standard scores on LanguageScreen
Exclusion criteria
Exclusion criteria: Does not meet the inclusion criteria
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| 1. Language is measured using four LanguageScreen subtests (Expressive Vocabulary, Receptive Vocabulary, Listening Comprehension, and Sentence Repetition); three subtests from the CELF-5 Recalling Sentences; CELF 5 Formulating Sentences; CELF 5 Understanding Spoken Paragraphs and two scores from the Renfrew Action Picture test - Information and Grammar. These measures will be administered at baseline and at time 2 (end of intervention). These measures will be used to define two latent variables at both baseline and time 2: a Latent variable for individually administered language measures (CELF-5 Recalling Sentences; CELF-5 Formulating Sentences; CELF-5 Understanding Spoken Paragraphs and two scores from the Renfrew Action Picture test - Information and Grammar) and a Latent variable for LanguageScreen using the four subtests (Expressive Vocabulary, Receptive Vocabulary, Listening Comprehension, and Sentence Repetition). 2. Reading is measured using the ReadingScreen word and nonword reading subtests at baseline and at time 2 (end of intervention). A latent variable for reading will be defined by the two ReadingScreen subtests (word and nonword reading) at both baseline and time 2. | — |
Secondary
| Measure | Time frame |
|---|---|
| 1. Four variables indicating foundational literacy skills, as assessed using the Better Start Literacy Approach assessment tools: initial phoneme identity, phoneme blending, and letter sound knowledge (Set 1 and Set 2) at baseline and at time 2 (end of intervention) 2. Socioemotional and behavioural adjustment, as reported by parents using the Strengths and Difficulties Questionnaire and self-reported by children using the KINDLR scale at baseline and at time 2 (end of intervention) | — |
Countries
New Zealand
Contacts
Public ContactCharles Hulme
Outcome results
None listed