Hulme, C., Snowling, M. J, West, G., Lervåg, A. & Melby-Lervåg, M. (2020). Children’s language skills can be improved: Lessons From psychological science for educational policy. Current Directions in Psychological Science,29(4), 372-377. United States of America: Sage Publications Inc.. Retrieved from https://doi.org/10.1177/0963721420923684
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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