Let's Talk! An Interactive Intervention to Support Children's Language Development

Autor/inn/en	Lake, Gillian; Evangelou, Maria
Titel	Let's Talk! An Interactive Intervention to Support Children's Language Development
Quelle	In: European Early Childhood Education Research Journal, 27 (2019) 2, S.221-240 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2019.1579549
Schlagwörter	Language Acquisition; Preschool Children; Oral Language; Control Groups; Experimental Groups; Effect Size; Intervention; Interaction; Story Reading; Puppetry; Play; Pretests Posttests; Vocabulary Skills; Narration; Language Tests; Instructional Effectiveness; Executive Function; Family Characteristics; Receptive Language; Gender Differences; Expressive Language; United Kingdom (England); British Ability Scales + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Oral interpretation; Mündlicher Sprachgebrauch; Interaktion; Puppenspiel; Spiel; Aktiver Wortschatz; Language test; Sprachtest; Unterrichtserfolg; Rezeptive Kommunikationsfähigkeit; Geschlechterkonflikt
Abstract	This study developed, delivered and evaluated an interactive intervention, which targeted three- and four-year-old children's oral language. The intervention was carried out over twice-weekly sessions, for ten weeks. The first weekly session was a group shared storybook reading session with a puppet and the second weekly session consisted of planning, acting out and reviewing a planned pretend play episode based on the storybook, which was read in that week's first session. Ninety-four children were randomly assigned to a control or treatment group and were tested at pre- and post-test on a battery of vocabulary and narrative assessments. The results of a Randomised Controlled Trial showed a statistically significant effect on the receptive vocabulary and productive vocabulary of the children in the treatment group, with medium to large effect sizes. A further positive effect concerned the Mean Length of Utterance (MLU) of the children in the treatment group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01