ERIC Number: EJ924085
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Efficacy of the "TELL" Language and Literacy Curriculum for Preschoolers with Developmental Speech and/or Language Impairment
Wilcox, M. Jeanne; Gray, Shelley I.; Guimond, Amy B.; Lafferty, Addie E.
Early Childhood Research Quarterly, v26 n3 p278-294 3rd Qtr 2011
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 DSLI 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.
Descriptors: Oral Language, Language Impairments, Phonological Awareness, Preschool Children, Preschool Teachers, Emergent Literacy, Developmental Delays, Teaching Methods, Speech Impairments, Comparative Analysis, Inservice Teacher Education, Mentors
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Preschool Education
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324E060023