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19 - A Review of Interventions to Promote Language Development in Early Childhood

from Part Three - Impact, Intervention and Equity

Published online by Cambridge University Press:  11 August 2022

By
Penny Levickis ,
Pooja Patel ,
Cristina McKean ,
Jodie Smith ,
Naomi Hackworth ,
James Law ,
Elizabeth Westrupp  and
Sheena Reilly
Edited by
James Law ,
Sheena Reilly  and
Cristina McKean
James Law
Affiliation:
University of Newcastle upon Tyne
Sheena Reilly
Affiliation:
Griffith University, Queensland
Cristina McKean
Affiliation:
University of Newcastle upon Tyne
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Summary

Disparities in language development emerge in the first year of life and increase with age; consequently, infancy and toddlerhood are key periods whereby early language outcomes may be optimised via prevention and early intervention programs. As yet, the efficacy of programs promoting early language in the first three years of life remains unknown. This chapter provides the reader with findings from a systematic review of interventions aimed at improving child language outcomes for 0–3 year olds. Using a narrative synthesis, we examine and describe the evidence for effective language interventions across the preventive intervention spectrum (universal, selective, indicated/targeted). Specifically, we explore what works for who and under what circumstances. This review provides important insights about early language interventions, including factors contributing to positive outcomes. Findings also suggest how early interventions may be tailored to foster language outcomes for different groups of children (i.e. targeting children at-risk based on low socio-economic status or those with identified language difficulties). This review also highlights the need for further evaluation of promising interventions when applied to the broader population.

Keywords

childlanguagesystematic reviewnarrative synthesisearly interventioninfancytoddlerhoodprevention
Type
Chapter
Information
Language Development
Individual Differences in a Social Context
 , pp. 443 - 469
Publisher: Cambridge University Press
Print publication year: 2022

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