dc.date.accessioned | 2021-03-07T20:36:24Z | |
dc.date.available | 2021-03-07T20:36:24Z | |
dc.date.created | 2020-11-16T18:09:40Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Hulme, Charles Snowling, Margaret J. West, Gillian Lervåg, Arne Melby-Lervåg, Monica . Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy. Current Directions in Psychological Science. 2020, 29(4), 372-377 | |
dc.identifier.uri | http://hdl.handle.net/10852/83744 | |
dc.description.abstract | Oral language is crucial for social interaction and for learning in the classroom; it also provides the foundation for reading comprehension. It follows that children with language difficulties are at high risk of educational failure. Recently, a number of studies have demonstrated that it is possible to produce small but significant improvements in children’s oral language through targeted language interventions ( d = 0.16) and, furthermore, that studies with high-quality implementation show larger effects ( d = 0.24). There is also evidence that effects of language intervention can generalize to produce improvements in reading comprehension. Although further research examining the long-term effects of language interventions are needed, current findings have important implications for educational policy and practice. | |
dc.language | EN | |
dc.rights | Attribution 4.0 International | |
dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
dc.title | Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy | |
dc.type | Journal article | |
dc.creator.author | Hulme, Charles | |
dc.creator.author | Snowling, Margaret J. | |
dc.creator.author | West, Gillian | |
dc.creator.author | Lervåg, Arne | |
dc.creator.author | Melby-Lervåg, Monica | |
cristin.unitcode | 185,18,3,0 | |
cristin.unitname | Institutt for spesialpedagogikk | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |
dc.identifier.cristin | 1848523 | |
dc.identifier.bibliographiccitation | info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Current Directions in Psychological Science&rft.volume=29&rft.spage=372&rft.date=2020 | |
dc.identifier.jtitle | Current Directions in Psychological Science | |
dc.identifier.volume | 29 | |
dc.identifier.issue | 4 | |
dc.identifier.startpage | 372 | |
dc.identifier.endpage | 377 | |
dc.identifier.doi | https://doi.org/10.1177/0963721420923684 | |
dc.identifier.urn | URN:NBN:no-86476 | |
dc.type.document | Tidsskriftartikkel | |
dc.type.peerreviewed | Peer reviewed | |
dc.source.issn | 0963-7214 | |
dc.identifier.fulltext | Fulltext https://www.duo.uio.no/bitstream/handle/10852/83744/1/Hulme%2Bet%2Bal%2B2020_Children%25E2%2580%2599s%2BLanguage%2BSkills%2BCan%2BBe%2BImproved.pdf | |
dc.type.version | PublishedVersion | |