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Evaluating a Targeted Language Intervention for Children Aged 4-6 Years--Applying an 'Information Carrying Words' Approach

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Title: Evaluating a Targeted Language Intervention for Children Aged 4-6 Years--Applying an 'Information Carrying Words' Approach
Language: English
Authors: Sarah Spencer (ORCID 0000-0003-2872-5575), Laura Pearce, Karlene Calder, Alice Woods, Abigail Andrews, Judy Clegg
Source: International Journal of Language & Communication Disorders. 2025 60(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Descriptors: Early Intervention, Preschool Children, Speech Therapy, Foreign Countries, Preschool Education, Language Skills, Elementary School Students, Communication Strategies, Language Tests, Enrichment Activities
Geographic Terms: United Kingdom
DOI: 10.1111/1460-6984.70047
ISSN: 1368-2822
1460-6984
Abstract: Background: Very little research has investigated the use of the information carrying words (ICW) construct within language interventions, despite its very widespread use in speech and language therapy in the United Kingdom. The Language Enrichment Activity Programme (LEAP) is an intervention programme that applies the ICW construct to differentiate children's level of need and structure play-based learning activities. LEAP sessions are designed to be child-led, building language skills through application of communication supporting strategies (CSS) such as modelling, recasting and inviting communicative participation via choices and expectant pausing. Aims: This study aims to evaluate the impact of trainee speech and language therapists (SLTs) delivering LEAP on the language skills of primary school children (aged 4-6 years). Methods and Procedures: One hundred eighteen children were selected by their teachers. Participating children were semi-randomly allocated to either a control group (n = 48) or to a group that received 12 sessions of LEAP over 6 weeks (n = 70). A smaller sub-cohort was followed up 8 weeks following the end of LEAP (received LEAP n = 41, control group n = 46). LEAP was delivered by trainee SLTs to small groups of children. Assessments were carried out blind to group allocation pre- and post-intervention in order to evaluate the impact of intervention on receptive and expressive language skills. Outcome measures were a bespoke comprehension and expression outcome measure and the Renfrew Action Picture Test (RAPT; Renfrew 2019). Results: Children who received LEAP had improved scores on both the RAPT assessment and the bespoke outcome measure. There was a significant interaction between time (pre- and post-intervention) and group (those who received LEAP vs. the control) for the RAPT grammar score, and the LEAP vocabulary and expressive ICW score. LEAP had less of an impact for a sub-cohort followed up 8 weeks following the intervention, with only the LEAP expressive score showing significant interaction between the three assessment time points and group (those who received LEAP vs. the control). Conclusions and Implications: The LEAP was successfully delivered to small groups of children and supported them in developing their expressive language skills. Working with trainee SLTs increased the capacity to deliver LEAP at a low cost to schools. Results are promising and add to an emerging evidence base for the application of the ICW construct within SLT intervention programmes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1472370
Database: ERIC
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  Data: Evaluating a Targeted Language Intervention for Children Aged 4-6 Years--Applying an 'Information Carrying Words' Approach
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  Data: <searchLink fieldCode="AR" term="%22Sarah+Spencer%22">Sarah Spencer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2872-5575">0000-0003-2872-5575</externalLink>)<br /><searchLink fieldCode="AR" term="%22Laura+Pearce%22">Laura Pearce</searchLink><br /><searchLink fieldCode="AR" term="%22Karlene+Calder%22">Karlene Calder</searchLink><br /><searchLink fieldCode="AR" term="%22Alice+Woods%22">Alice Woods</searchLink><br /><searchLink fieldCode="AR" term="%22Abigail+Andrews%22">Abigail Andrews</searchLink><br /><searchLink fieldCode="AR" term="%22Judy+Clegg%22">Judy Clegg</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Language+%26+Communication+Disorders%22"><i>International Journal of Language & Communication Disorders</i></searchLink>. 2025 60(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Therapy%22">Speech Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Strategies%22">Communication Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Enrichment+Activities%22">Enrichment Activities</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1111/1460-6984.70047
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  Data: 1368-2822<br />1460-6984
– Name: Abstract
  Label: Abstract
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  Data: Background: Very little research has investigated the use of the information carrying words (ICW) construct within language interventions, despite its very widespread use in speech and language therapy in the United Kingdom. The Language Enrichment Activity Programme (LEAP) is an intervention programme that applies the ICW construct to differentiate children's level of need and structure play-based learning activities. LEAP sessions are designed to be child-led, building language skills through application of communication supporting strategies (CSS) such as modelling, recasting and inviting communicative participation via choices and expectant pausing. Aims: This study aims to evaluate the impact of trainee speech and language therapists (SLTs) delivering LEAP on the language skills of primary school children (aged 4-6 years). Methods and Procedures: One hundred eighteen children were selected by their teachers. Participating children were semi-randomly allocated to either a control group (n = 48) or to a group that received 12 sessions of LEAP over 6 weeks (n = 70). A smaller sub-cohort was followed up 8 weeks following the end of LEAP (received LEAP n = 41, control group n = 46). LEAP was delivered by trainee SLTs to small groups of children. Assessments were carried out blind to group allocation pre- and post-intervention in order to evaluate the impact of intervention on receptive and expressive language skills. Outcome measures were a bespoke comprehension and expression outcome measure and the Renfrew Action Picture Test (RAPT; Renfrew 2019). Results: Children who received LEAP had improved scores on both the RAPT assessment and the bespoke outcome measure. There was a significant interaction between time (pre- and post-intervention) and group (those who received LEAP vs. the control) for the RAPT grammar score, and the LEAP vocabulary and expressive ICW score. LEAP had less of an impact for a sub-cohort followed up 8 weeks following the intervention, with only the LEAP expressive score showing significant interaction between the three assessment time points and group (those who received LEAP vs. the control). Conclusions and Implications: The LEAP was successfully delivered to small groups of children and supported them in developing their expressive language skills. Working with trainee SLTs increased the capacity to deliver LEAP at a low cost to schools. Results are promising and add to an emerging evidence base for the application of the ICW construct within SLT intervention programmes.
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      – SubjectFull: Enrichment Activities
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      – SubjectFull: United Kingdom
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      – TitleFull: Evaluating a Targeted Language Intervention for Children Aged 4-6 Years--Applying an 'Information Carrying Words' Approach
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