scholarly journals The efficacy of early language intervention in mainstream school settings: a randomized controlled trial

2017 ◽  
Vol 58 (10) ◽  
pp. 1141-1151 ◽  
Author(s):  
Silke Fricke ◽  
Kelly Burgoyne ◽  
Claudine Bowyer-Crane ◽  
Maria Kyriacou ◽  
Alexandra Zosimidou ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Language Intervention ◽  
Early Language ◽  
School Settings ◽  
Randomized Controlled ◽  
Mainstream School ◽  
Early Language Intervention

scholarly journals Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial

2012 ◽  
Vol 53 (10) ◽  
pp. 1044-1053 ◽  
Author(s):  
Kelly Burgoyne ◽  
Fiona J. Duff ◽  
Paula J. Clarke ◽  
Sue Buckley ◽  
Margaret J. Snowling ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Down Syndrome ◽  
Controlled Trial ◽  
Language Intervention ◽  
Children With Down Syndrome ◽  
Randomized Controlled

scholarly journals Implementing Remote Developmental Research: A Case Study of a Randomized Controlled Trial Language Intervention During COVID-19

2022 ◽  
Vol 12 ◽  
Author(s):  
Ola Ozernov-Palchik ◽  
Halie A. Olson ◽  
Xochitl M. Arechiga ◽  
Hope Kentala ◽  
Jovita L. Solorio-Fielder ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
The United States ◽  
Language Intervention ◽  
Developmental Research ◽  
Randomized Controlled ◽  
Diverse Backgrounds ◽  
Fourth Grade Students ◽  
Age Range

Intervention studies with developmental samples are difficult to implement, in particular when targeting demographically diverse communities. Online studies have the potential to examine the efficacy of highly scalable interventions aimed at enhancing development, and to address some of the barriers faced by underrepresented communities for participating in developmental research. During the COVID-19 pandemic, we executed a fully remote randomized controlled trial (RCT) language intervention with third and fourth grade students (N = 255; age range 8.19–10.72 years, mean = 9.41, SD = 0.52) from diverse backgrounds across the United States. Using this as a case study, we discuss both challenges and solutions to conducting an intensive online intervention through the various phases of the study, including recruitment, data collection, and fidelity of intervention implementation. We provide comprehensive suggestions and takeaways, and conclude by summarizing some important tradeoffs for researchers interested in carrying out such studies.

scholarly journals The Effects of Reading and Language Intervention on Literacy Skills in Children in a Remote Community: A Randomized Controlled Trial

2019 ◽  
Author(s):  
Carol Mesa ◽  
Dianne Newbury ◽  
Marysia Nash ◽  
Paula Clarke ◽  
Rosanne Esposito ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Word Reading ◽  
Language Skills ◽  
Controlled Trial ◽  
Intervention Group ◽  
Literacy Skills ◽  
Language Intervention ◽  
Language And Literacy ◽  
Randomized Controlled

This study evaluated the effects of a reading and language intervention, for low-income children living in a remote Chilean community, using a randomized controlled trial. At the beginning of the study, participants were allocated to the intervention (n = 34) or waiting control (n = 34) minimizing on a composite language measure and age. Children in the intervention group received a 27-week program aimed at fostering code-related, word reading and oral language skills. Children’s progress in language and literacy was monitored at four time points: pre-, mid- post-intervention, and at delayed follow-up 9-months after the intervention had ceased. At the end of the intervention, children in the intervention group scored showed improvements compared to the waiting group on pre-literacy, reading, language, and reading comprehension measures (effect sizes d >.25). The gains in pre-literacy skills, word reading and word knowledge were maintained at 9-month delayed follow-up, though the improvements in language and reading comprehension were not. Intervention programs designed to support literacy and language skills in remote communities can be delivered successfully by trained assistants. Our findings inform the future provision of language and literacy programs in populations living in isolated areas.

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