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BACKGROUND Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types. AIMS The main aims of the study were (a)(More)
There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading(More)
Three experiments assessed memory skills in good and poor comprehenders, matched for decoding skill. Experiments 1 and 2 investigated phonological and semantic contributions to short-term memory by comparing serial recall for words varying in length, lexicality, and concreteness. Poor comprehenders showed normal sensitivity to phonological manipulations(More)
BACKGROUND This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry. METHODS Following screening of 960 children, 152 children (mean age 4;09) were selected from 19 schools on the basis of poor vocabulary and verbal reasoning(More)
BACKGROUND This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. METHODS A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week(More)
BACKGROUND Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension. METHODS In a randomized controlled trial, 180 children from 15 UK nursery schools (n = 12 from each setting; M(age) = 4;0) were randomly allocated to receive a 30-week(More)
BACKGROUND Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. METHODS We conducted a randomized controlled trial with(More)
Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80(More)
BACKGROUND While practitioners are increasingly asked to be mindful of the evidence base of intervention programmes, evidence from rigorous trials for the effectiveness of interventions that promote oral language abilities in the early years is sparse. AIMS To evaluate the effectiveness of a language intervention programme for children identified as(More)
BACKGROUND Early interventions are recognised as key to improving life chances for children and reducing inequalities in health and well-being, however there is a paucity of high quality research into the effectiveness of interventions to address childhood health and development outcomes. Planning and implementing standalone RCTs for multiple, individual(More)
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