Effects of a Multitiered System of Language Support on Preliteracy Abilities in Kindergarten Children With Developmental Language Disorder.
Purpose: Children with developmental language disorder (DLD) are at increased risk for reading difficulties. While oral language interventions benefit emergent literacy, studies specifically targeting preliteracy abilities in preschoolers with DLD are limited. This study examined the effects of a Mu...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 68; no. 11; pp. 5523 - 5543 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
Nov2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=189241821&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 189241821 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: Nov2025 vid: 68 iid: 11 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 189241821 10.1044/2025_JSLHR-25-00211 ppf: 5523 ppct: 20 formats: fmt: @attributes: type: P size: 1.2MB tig: atl: Effects of a Multitiered System of Language Support on Preliteracy Abilities in Kindergarten Children With Developmental Language Disorder. aug: au: Peñaherrera, Esteban Balboa-Castells, Raquel Rubab, Shafaq Igualada, Alfonso Sanz-Torrent, Mònica Andreu, Llorenç affil: NeuroDevelop eHealth Lab, eHealth Center, Universitat Oberta de Catalunya, Barcelona, Spain Estudis de Psicologia i Ciències de l'Educació, Universitat Oberta de Catalunya, Barcelona, Spain Departament de Cognició Desenvolupament i Psicologia de l'Educació, Secció Cognició, Universitat de Barcelona, Spain su: Spain Reading School environment Schools Private sector Social support Vocabulary Language acquisition Children Treatment of language disorders Research funding Analysis of covariance Pre-tests & post-tests Child development deviations Phonology sug: subj: Reading School environment Schools Private sector Social support Vocabulary Language acquisition Children Spain All Other Miscellaneous Schools and Instruction Elementary and Secondary Schools Other Individual and Family Services Treatment of language disorders Research funding Analysis of covariance Pre-tests & post-tests Child development deviations Phonology ab: Purpose: Children with developmental language disorder (DLD) are at increased risk for reading difficulties. While oral language interventions benefit emergent literacy, studies specifically targeting preliteracy abilities in preschoolers with DLD are limited. This study examined the effects of a Multitiered System of Language Support (MTSLS) on the preliteracy abilities of kindergarteners with DLD. Method: Eighty-four children (48 with DLD, 36 typically developing [TD]), aged 5;1-6;1 (years;months), participated in a pretest-treatment-posttest study. They were assigned to five groups based on language status (DLD or TD), intervention tier (Tier 1 or Tier 3), and condition (intervention or control). A 10-week program targeting vocabulary, phonological awareness, and morphosyntax was implemented in a whole-class setting (Tier 1) or individually (Tier 3). Results: Both Tier 1 and Tier 3 interventions significantly improved general and expressive language, phonological awareness, vocabulary, and morphosyntax in children with DLD. Tier 1 yielded greater gains in phonological awareness and vocabulary, while Tier 3 led to more pronounced morphosyntactic improvements. No significant effects were found for receptive language. Children with DLD who received Tier 1 intervention performed comparably to their TD peers in the same condition, demonstrating the effectiveness of whole-class instruction. Conclusions: A multitiered intervention model effectively enhances preliteracy abilities in children with DLD. Classroom-based approaches (Tier 1) produced comparable or greater benefits than individualized intervention (Tier 3) in some areas, supporting the integration of targeted language support within general education. Further research should explore strategies to improve receptive language and examine long-term literacy outcomes following MTSLS interventions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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