Psychology and Human Development, Institute of Education, London, UK.
Br J Educ Psychol. 2010 Dec;80(Pt 4):497-515. doi: 10.1348/000709910X493080. Epub 2010 Mar 19.
A significant number of children now enter formal education in England with reduced levels of proficiency in oral language. Children who come from disadvantaged backgrounds and who are English language learners (ELL) are at risk of limited oral language skills in English which impacts on later educational achievement.
This paper reports the development of a theoretically motivated oral language intervention, Talking Time, designed to meet the needs of preschool children with poor language skills in typical preschool provision.
One hundred and forty-two 4-year-old children attending three inner city preschools in a disadvantaged area of London, England.
This is a quasi-experimental intervention study comparing children exposed to Talking Time with children exposed to a contrast intervention and children receiving the statutory early years curriculum. Measures were taken of both targeted and non-targeted language and cognitive skills.
Data were analysed for the ELL. The intervention had a significant effect on vocabulary, oral comprehension, and sentence repetition but not narrative skills. As predicted, there were no effects on the skills which were not targeted.
Regular evidence-based oral language interactions can make significant improvements in children's oral language. There is a need to examine the efficacy of more intensive interventions to raise language skills to allow learners to access the curriculum.
现在，英国有相当数量的儿童在进入正规教育时，其口语水平有所下降。来自弱势背景且英语为第二语言的儿童（ELL）面临着英语口头语言技能有限的风险，这会影响他们以后的学业成绩。
本文报告了一种理论驱动的口语干预措施“Talking Time”的发展，该措施旨在满足在典型幼儿园中语言技能较差的学龄前儿童的需求。
142 名 4 岁的儿童，他们在伦敦一个贫困地区的三所市内幼儿园就读。
这是一项准实验干预研究，比较了接受“Talking Time”干预的儿童与接受对照干预和接受法定早期教育课程的儿童。对目标和非目标语言和认知技能进行了测量。
对 ELL 进行了数据分析。干预对词汇、口语理解和句子重复有显著影响，但对叙事技能没有影响。正如预期的那样，对非目标技能没有影响。
定期进行基于证据的口语互动可以显著提高儿童的口语水平。有必要研究更密集的干预措施的效果，以提高语言技能，使学习者能够接触到课程。
