Abstract
Early intervention is recognized as providing the best chances for children who come to school disadvantaged to leverage chances of successful learning. Over the past decade, there has been an emphasis on the use of “evidence-based” programs that aim to promote children’s development and prevent disorders. However, in school settings, there is a dearth of scientific evidence on what works to foster children’s language skills at an early age, especially in non-WEIRD (Western, educated, industrialized, rich, democratic) populations. In this chapter, we review the existing scientific evidence on the theme to identify key factors related to the success of early language intervention. Specifically, we explore contextual factors that seem to be related to the success of language intervention, such as environmental differences, child characteristics, school features, and the nature of the intervention itself. Possible explanations and implications on what works to foster children’s language development are discussed.
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Notes
- 1.
The Simple View of Reading is a theoretical framework developed by Gough and Tunmer in 1986. It states that proficient reading depends on two basic components: decoding and language comprehension skills
- 2.
Prosociality refers to behaviors that are intended to benefit others, caring for their needs and welfare. Sociability is defined as the quality of being sociable, i.e., being friendly
- 3.
Preschool, also known as early childhood education and care, refers to noncompulsory education for under school-aged children. Kindergarten, also known as pre-elementary or primary school entry level, refers to the compulsory, first stage of formal education. Elementary school, also known as primary or grade school, refers to compulsory first level education for ages 5–10
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Gândara, J.P., da Silveira, H.G., Sousa, H., Ramacciotti, M.C.C., Puglisi, M.L. (2022). Early Language Intervention in School Settings: What Works for Whom?. In: Alves, M.V., Ekuni, R., Hermida, M.J., Valle-Lisboa, J. (eds) Cognitive Sciences and Education in Non-WEIRD Populations. Springer, Cham. https://doi.org/10.1007/978-3-031-06908-6_18
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