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Related Concept Videos

Language Development01:22

Language Development

289
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
289
Language and Cognition01:27

Language and Cognition

296
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
296
Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
73
Information Processing Approach01:30

Information Processing Approach

20
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
20
Chunking01:12

Chunking

37
Chunking is a powerful cognitive technique that improves short-term memory retention by organizing information into smaller, more manageable units. The brain, limited by working memory capacity, can more easily process and store information when it is divided into "chunks" rather than presented as discrete, unrelated elements. Chunking is especially useful when dealing with large amounts of information, such as numerical sequences, words, or complex ideas.
The principle behind chunking...
37

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Related Experiment Video

Updated: May 15, 2025

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Evaluating a Targeted Language Intervention for Children Aged 4-6 Years-Applying an 'Information Carrying Words'

Sarah Spencer1, Laura Pearce2, Karlene Calder3

  • 1School of Allied Health Professions, Nursing and Midwifery, University of Sheffield, Sheffield, UK.

International Journal of Language & Communication Disorders
|May 12, 2025
PubMed
Summary

The Language Enrichment Activity Programme (LEAP), using information carrying words (ICW), improved expressive language skills in primary school children. Trainee speech and language therapists delivered LEAP effectively and affordably in schools.

Keywords:
Languageinterventionschool‐age children

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Area of Science:

  • Speech and Language Therapy
  • Child Language Development
  • Educational Psychology

Background:

  • Research on the information carrying words (ICW) construct in language interventions is limited, despite its common use in UK speech and language therapy.
  • The Language Enrichment Activity Programme (LEAP) utilizes the ICW construct for differentiating needs and structuring play-based language activities.
  • LEAP employs communication supporting strategies (CSS) like modeling, recasting, and choice-giving to foster language development.

Purpose of the Study:

  • To evaluate the impact of trainee speech and language therapists (SLTs) delivering the LEAP intervention on the language skills of primary school children (aged 4-6 years).

Main Methods:

  • 118 primary school children were semi-randomly assigned to a control group (n=48) or LEAP intervention group (n=70) for 12 sessions over 6 weeks.
  • A sub-cohort was followed up 8 weeks post-intervention.
  • Assessments included a bespoke comprehension and expression measure and the Renfrew Action Picture Test (RAPT), conducted blind to group allocation.

Main Results:

  • Children receiving LEAP showed improved scores on the RAPT and the bespoke measure.
  • Significant interaction between time and group was observed for RAPT grammar, and LEAP vocabulary and expressive ICW scores.
  • The intervention's impact was less pronounced in the 8-week follow-up, with only the LEAP expressive score showing significant interaction.

Conclusions:

  • LEAP was successfully delivered by trainee SLTs, enhancing children's expressive language skills cost-effectively.
  • The findings support the use of the ICW construct in language interventions and offer a scalable service delivery model.
  • The study highlights the potential for collaboration between schools and SLT services to increase access to targeted language interventions.