Effects of Language Learning Interventions in Pre-School Children: A Longitudinal Study
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| Title: | Effects of Language Learning Interventions in Pre-School Children: A Longitudinal Study |
|---|---|
| Language: | English |
| Authors: | Gasteiger-Klicpera, B., Knapp, W., Kucharz, D., Schabmann, A., Schmidt, B. |
| Source: | Forum on Public Policy Online. 2009 2009(1). |
| Availability: | Oxford Round Table. 406 West Florida Avenue, Urbana, IL 61801. Tel: 217-344-0237; Fax: 217-344-6963; e-mail: editor@forumonpublicpolicy.com; Web site: http://www.forumonpublicpolicy.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Kindergarten Preschool Education |
| Descriptors: | Intervention, Preschool Children, Kindergarten, German, Instructional Effectiveness, Native Language Instruction, Second Language Instruction, Language Skills, Memory, Phonology, Sentences, Longitudinal Studies, Comparative Analysis, Foreign Countries |
| Geographic Terms: | Germany |
| Assessment and Survey Identifiers: | Raven Progressive Matrices |
| ISSN: | 1938-9809 |
| Abstract: | The aim of the present contribution is to evaluate and discuss the impacts of language learning interventions in pre-school children with German as a first or a second language. The sample consisted of 864 children in intervention groups and 294 children as a comparison group within two successive cohorts. The instruments used were the SSV (Grimm 2003) and the CPM (Bulheller and Hacker, 2002). Language related and cognitive skills as well as social abilities were assessed at the beginning and end of the intervention period. The intervention took place in a separate room of the kindergarten. Specially qualified pre-school teachers worked intensively in small groups with children who presented language learning difficulties. The main results of this research are the following: there was a developmental growth in all of the participant children; differences in achievement were found between the two groups of children in the examined developmental domains. Teaching experience, age of the children and extent of language intervention showed to be the most significant factors to positively impact the learning experience. Implications of those results for language learning interventions of children are therefore considered. Particularly, we will discuss the question of whether not only children who qualify to take part in the interventions but also pre-school children in general would benefit from such a program. (Contains 1 table and 6 figures.) |
| Abstractor: | As Provided |
| Entry Date: | 2009 |
| Access URL: | https://forumonpublicpolicy.com/spring09papers/archivespr09/gasteiger.klicpera.pdf |
| Accession Number: | EJ864818 |
| Database: | ERIC |
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