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Oral language is crucial for social interaction and for learning in the classroom; it also provides the foundation for reading comprehension. It follows that children with language difficulties are at high risk of educational failure. Recently, a number of studies have demonstrated that it is possible to produce small but significant improvements in children’s oral language through targeted language interventions (d = 0.16) and, furthermore, that studies with high-quality implementation show larger effects (d = 0.24). There is also evidence that effects of language intervention can generalize to produce improvements in reading comprehension. Although further research examining the long-term effects of language interventions are needed, current findings have important implications for educational policy and practice.


Institute for Learning Sciences and Teacher Education

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Open Access Journal Article

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Open Access

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Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.