Eighty-seven per cent of a cohort 299 low-birthweight (LBW) infants (less than or equal to 2000 g) were examined at age 6 years 8 months, together with 111 control children. All the controls and 248 LBW children individually assessed in school. Information about another 13 was obtained by questionnaire. Problems primary school related social grade, evidence early intra-uterine insult, sex, postnatal complications neurological developmental status first year life. Multiple birth, gestation...

Background: This study evaluates the effects of a language and literacy intervention for children with Down syndrome. Methods: Teaching assistants (TAs) were trained to deliver reading in individual daily 40‐min sessions. We used waiting list control design, which half sample received immediately, whereas remaining treatment after 20‐week delay. Fifty‐seven syndrome mainstream primary schools two UK locations (Yorkshire Hampshire) randomly allocated (40 weeks intervention) (20 groups....

Background Oral language skills are a critical foundation for literacy and more generally educational success. The current study shows that oral can be improved by providing suitable additional help to children with difficulties in the early stages of formal education. Methods We conducted randomized controlled trial 394 England, comparing 30‐week intervention programme starting nursery ( N = 132) 20‐week version same Reception 133). groups were compared an untreated waiting control group...

Abstract This study investigates the longitudinal predictors of development Chinese word reading skills and potential bidirectional relationships between oral language skills. We examine, in a 2‐year study, wide range theoretically important (phonological awareness, tone morphological visual skills, rapid automatized naming, Pinyin knowledge, vocabulary knowledge) 143 primary‐school children living mainland China. Initial levels were predicted by phonological discrimination Only initial...

Data from national test results suggests that children who are learning English as an additional language (EAL) experience relatively lower levels of educational attainment in comparison to their monolingual, English-speaking peers.The relative underachievement EAL demands the literacy needs this group identified. To end, study aimed explore reading- and comprehension-related skills a learners.Data reported 92 Year 3 pupils, whom 46 EAL.Children completed standardized measures reading...

Pattern understanding (patterning) is commonly taught in preschool and early elementary classrooms. However, the relationship between patterning academic attainment not well understood. In this article, we review studies of children's pattern understanding. Some evidence suggests that related causally to acquiring math reading skills. much weak these conclusions remain tentative. Research on other skills needs use psychometrically robust measures analytic techniques control for effects...

Background It is widely believed that increasing parental involvement can improve children's educational outcomes although we lack good evidence for such claims. This study evaluated the effectiveness of a parent‐delivered early language enrichment programme. Methods We conducted randomised controlled trial ( RCT ) with 208 preschool children and their parents living in socially diverse areas United Kingdom. Families were allocated to an oral programme N = 103) or active control targeting...

A significant number of pupils in UK schools learn English as an additional language (EAL). Relative differences between the educational attainment this group and monolingual, English-speaking call for exploration literacy needs EAL learners.This study explores developmental progression reading listening comprehension skills a range reading-related learners, whose first is South Asian origin, their monolingual peers.Participants were 39 children learning who all school Year 3 at start...

Children learning English as an additional language (EAL) often experience difficulties with reading comprehension relative to their monolingual peers. While low levels of vocabulary appear be one factor underlying these difficulties, other factors such a lack appropriate background knowledge may also contribute. Sixteen children EAL and 16 peers, matched for word accuracy, were assessed using standard measure experimental which relevant was taught before assessing understanding. Tests...

We assessed a range of theoretically critical predictors (numerosity discrimination, number knowledge, counting, language, executive function and finger gnosis) early arithmetic development in large unselected sample 569 children at school entry. Assessments were repeated 12 months later. Although all (except moderate to strong correlates arithmetic, latent variable path model showed that only knowledge numerosity discrimination unique over the 1st year formal education. These findings are...

This article reports the evaluation of a 6-week programme teaching designed to support development phoneme blending skills in children with Down syndrome (DS). Teaching assistants (TAs) were trained deliver intervention individual daily 10 –15-minute sessions, within broader context reading and language instruction. Ten (aged 6 years 11 months months) took part study; assessments phonological completed at baseline, after an 8-week control period, 6-weeks intervention. Children made...

This study examined the effect of prompts on shared reading interactions parents and young children with Down syndrome. Eight their syndrome (aged 4 years, 7 months to 6 9 months) were recorded two books together, one which included 12 question instructed ask child during reading. Though there was considerable variability, engaged in significantly more extra-textual talk when embedded than typical In addition, showed greater participation produced words a range words, prompts. Prompts had no...

Group-randomized trials (GRTs)—studies that evaluate the efficacy or effectiveness of interventions occurring at group level—are increasingly used to assess effects school-based prevention programs on behavioral outcomes children and adolescents. These designs pose many implementation design challenges for school administrators, teachers, researchers. This article discusses issues associated with use GRTs in experiments. Lessons learned from Youth Matters study, a GRT currently being...

Abstract Background This study examines speech production accuracy in children with Down syndrome and concurrent relationships hearing, language reading ability. It also change over a 21‐month period. Methods A group of 50 (aged 5–10 years) completed measures accuracy, non‐verbal IQ, (single‐word reading, letter–sound knowledge phoneme blending) (expressive receptive vocabulary grammar). Hearing was assessed by parental report. Speech reassessed 21 months later. Results Although there...

Abstract Background Down syndrome is the most common genetic cause of intellectual disability, affecting 700–800 babies annually in UK (Wu J, Morris Eur J Hum Genet 21:1016–9, 2013). Children with have difficulties developing language skills. These can long-term negative consequences for all aspects their lives including social development, education and employment opportunities, emotional wellbeing mental health (Irwin LG et. al 2007). potential to be improved through targeted early...

Weak or inconsistent hand preference may be a risk factor for developmental language delay. This study will test the extent to which variations in skills are associated with strength of preference. Data drawn from large sample (n = 569) 6- 7-year-old children unselected ability, assessed at two time points, 6 months apart. Hand is using Quantitative Preference task (QHP) and five uni-manual motor tasks. Language (expressive receptive vocabulary, grammar, morphological awareness) standardized...