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Let's talk! An interactive intervention to support children language development
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In: Evangelou, Maria orcid:0000-0002-6728-7160 and Lake, Gillian orcid:0000-0002-4315-1971 (2019) Let's talk! An interactive intervention to support children language development. European Early Childhood Education Research Journal, 27 (2). pp. 221-240. ISSN 1350-293X (2019)
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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.
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Keyword:
Education; narrative development; oral language; pretend play; intervention; early years; role of the adult; storybook reading
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URL: http://doras.dcu.ie/26001/
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Supporting children’s language development through reflexive interaction during planned pretend play
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In: Lake, Gillian orcid:0000-0002-4315-1971 (2018) Supporting children’s language development through reflexive interaction during planned pretend play. In: EARLI SIG 5, 29-31 Aug 2018, Berlin, Germany. (2018)
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