Evaluating the Effectiveness of an Early Years Language Intervention
Research into the long‐term effects of language delay reflects an increasing concern that many children's needs are not being met by current early years educational practice. This paper reports on a two‐part intervention designed to improve language skills within a nursery setting. In the first part of the intervention, a directly taught small group was found to be effective in improving language skills in children with language delay. However, in the second part of the intervention, creation of a “language rich” nursery environment was not fully implemented by nursery staff. A baseline assessment of all the nursery children revealed that alongside the high incidence of language delay in the nursery population there was also a high incidence of delay in non‐verbal reasoning skills as assessed by a single sub‐test from the British Ability Scales II Early Years. The findings raise the question: how can educational psychologists and speech and language therapists work together with teaching staff to create a “language rich” environment in the early years that will address the needs of all children?
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Document Type: Research Article
Affiliations: Barking and Dagenham Educational Psychology Service, UK
Publication date: September 1, 2005