TY - JOUR
T1 - Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment
AU - Wilcox, Martha
AU - Gray, Shelley
AU - Guimond, Amy B.
AU - Lafferty, Addie E.
N1 - Funding Information:
This research was supported by the U.S. Department of Education , Institute of Education Sciences Grant R324E06023 . The opinions expressed in this article are those of the authors and no official endorsement by the IES should be inferred. Several people contributed to the implementation of this work and we thank Christina Berneir, Jean Brown, Dawn Greer, Ariana Lopez, Rachel Mayercek, Shereen Thomas and Stephanie Williams. We also thank participating teachers and families from the Scottsdale, Paradise Valley, Kyrene, and Gilbert School Districts whose dedication to their students and this project made this research possible.
Copyright:
Copyright 2011 Elsevier B.V., All rights reserved.
PY - 2011
Y1 - 2011
N2 - The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package (Teaching Early Literacy and Language [. TELL]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition (CELF-P2), the Phonological Awareness Literacy Screening for Preschool (PALS-PreK), the Renfrew Bus Story (BUS), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2, the sentence length score of the BUS, the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK, and VOCAB. Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI.
AB - The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package (Teaching Early Literacy and Language [. TELL]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition (CELF-P2), the Phonological Awareness Literacy Screening for Preschool (PALS-PreK), the Renfrew Bus Story (BUS), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2, the sentence length score of the BUS, the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK, and VOCAB. Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI.
KW - Early literacy
KW - Language impairment
KW - Oral language
KW - Preschool curriculum
KW - Preschool curriculum effectiveness
KW - Speech impairment
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U2 - 10.1016/j.ecresq.2010.12.003
DO - 10.1016/j.ecresq.2010.12.003
M3 - Article
AN - SCOPUS:79955626196
SN - 0885-2006
VL - 26
SP - 278
EP - 294
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 3
ER -