Failure to replicate effects of parent-delivered early language intervention: Evidence from a randomised controlled trial with implications for universal language intervention

IF 4.1

JCPP advances Pub Date : 2026-09-13 Epub Date: 2025-11-06 DOI:10.1002/jcv2.70064

Kelly Burgoyne, Laura Boundy, Paivi Eerola, Qing Zhang, Jochen Einbeck, Helen Cramman, Vic Menzies

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引用次数: 0

Abstract

Background

Parent-led, preschool language interventions may help to mitigate the risk of poor language and literacy outcomes associated with lower socioeconomic status. This study builds on two previous evaluations of a parent-led early language teaching programme, which demonstrated mixed findings.

Methods

A two-armed randomised controlled trial was conducted with 372 families and their children aged 3–4 years, recruited from 43 schools across the North-West of England. Families were randomly allocated to either the programme group (N = 186) who delivered the 20-min programme 5 days a week for 30 weeks, or the control group (N = 186) who received storybooks at the end of nursery. Language and early literacy outcomes were assessed at baseline (t1), immediately after the 30-week programme (t2) and 10 months later (t3).

Results

Families delivered on average 65% (20/30 weeks) of the intended sessions. There were no significant group differences in language outcomes at immediate (Hedges' g = −0.05 to 0.11) or delayed post-test (g = −0.13 to 0.10). Further, no significant group differences were found on measures of early literacy (g = −0.11 to 0.12), the Home Learning Environment (g = −0.07) and School Readiness (g = −0.15). Effects of the programme on language skills were stronger at higher dosage (g = 0.33 for those completing >90% sessions) and for those with weaker language skills.

Conclusions

Findings showed no significant effects of intervention. Reasons for null findings are discussed with implications for universal interventions. Recommendations for future trials evaluating interventions of this nature, including targeting of families and children most in need of support, are discussed.

Trial Registration

This trial was pre-registered with the ISRCTN registry [ISRCTN52533968 https://doi.org/10.1186/ISRCTN52533968] on 13/07/2022.

查看原文本刊更多论文

未能复制父母提供的早期语言干预的效果：来自随机对照试验的证据与普遍语言干预的含义。

背景：父母主导的学前语言干预可能有助于减轻与低社会经济地位相关的语言和读写能力低下的风险。这项研究建立在之前对父母主导的早期语言教学计划的两次评估的基础上，这两项评估显示了不同的结果。方法：从英格兰西北部的43所学校招募了372个家庭及其3-4岁的孩子进行了一项双臂随机对照试验。家庭被随机分配到节目组（N = 186），每周五天进行20分钟的节目，持续30周，对照组（N = 186）在托儿所结束时接受故事书。语言和早期读写能力结果分别在基线（t1）、30周项目结束后（t2）和10个月后（t3）进行评估。结果：家庭平均完成了65%（20/30周）的预期疗程。在即时（Hedges' g = -0.05至0.11）或延迟后测试（g = -0.13至0.10）的语言结果方面，组间无显著差异。此外，在早期读写能力（g = -0.11至0.12）、家庭学习环境（g = -0.07）和入学准备（g = -0.15）方面，没有发现显著的组间差异。对语言技能的影响在高剂量时更强（g = 0.33对于完成bb0 - 90%课程的人）和对语言技能较弱的人。结论：研究结果显示干预无显著效果。讨论了无效结果的原因及其对普遍干预措施的影响。本文还讨论了今后评估此类干预措施的试验建议，包括以最需要支持的家庭和儿童为目标。试验注册：该试验于2022年7月13日在ISRCTN注册中心预注册[ISRCTN52533968 https://doi.org/10.1186/ISRCTN52533968]]。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

JCPP advances

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0.00%

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审稿时长

13 weeks