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Preschool language intervention: a follow-up study.

S Urwin1, J Cook, K Kelly

  • 1Centre for Clinical Communication Studies, City University, London.

Child: Care, Health and Development
|March 1, 1988
PubMed
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Preschool language intervention helps children develop across all areas. Early support in language units can prevent later educational difficulties, with most children integrating well into mainstream education.

Area of Science:

  • Developmental Psychology
  • Speech-Language Pathology
  • Educational Psychology

Background:

  • Children attending preschool language units often have complex developmental needs.
  • Long-term outcomes for these children require thorough investigation.
  • Assessing developmental progress necessitates a multi-faceted approach.

Purpose of the Study:

  • To evaluate the long-term developmental progress of children who attended a preschool language unit.
  • To determine the educational placement and social integration of these children.
  • To assess the impact of early intervention on preventing later educational failure.

Main Methods:

  • A follow-up study of 38 children (25 with detailed assessments) who previously attended a preschool language unit.

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  • Standardized tests and rating scales were used to assess language, learning, and social skills.
  • Data were collected from speech therapists, educational psychologists, teachers, and parents.

    • Main Results:

    • At a mean age of 8.3 years, children showed continued progress in all developmental areas.
    • 16% attended specialist schools, while 84% were in mainstream education.
    • Persistent language difficulties were noted, with mild, non-significant deficits in reading and spelling.

    Conclusions:

    • Preschool language intervention appears to be effective in supporting children's development.
    • Early intervention can mitigate the risk of later educational failure.
    • Despite ongoing challenges, children were perceived by parents and teachers as similar to their peers.