The effects of reading and language intervention on literacy skills in children in a remote community: A randomized controlled trial

This study explored the effects of a 27-week reading and language intervention, for low-income children living in a remote Chilean community, using a randomized controlled trial. At the end of the intervention, children in the intervention group showed improvements compared to the waiting group on pre-literacy, reading, language, and reading comprehension measures (effect sizes d >.25). The gains in pre-literacy skills, word reading and word knowledge were maintained at 9-month delayed follow-up, though the improvements in language and reading comprehension were not. Intervention programs designed to support literacy and language skills in remote communities can be delivered successfully by trained assistants. Our findings suggest that language and literacy programs can be useful for improving attainment in children living in disadvantaged and isolated communities

A Clinical Assessment Tool for Advanced Theory of Mind Performance in 5 to 12 Year Olds

One hundred forty typically developing 5- to 12-year-old children were assessed with a test of advanced theory of mind employing Happé's strange stories. There was no significant difference in performance between boys and girls. The stories discriminated performance across the different ages with the lowest performance being in the younger children who nevertheless managed to achieve a third of their potential total. However, some of the individual mentalising concepts such as persuasion were too difficult for these younger children. This normative data provides a useful clinical tool to measure mentalising ability in more able children with autism spectrum disorder

The Effects of Reading and Language Intervention on Literacy Skills in Children in a Remote Community: A Randomized Controlled Trial

This study evaluated the effects of a reading and language intervention, for low-income children living in a remote Chilean community, using a randomized controlled trial. At the beginning of the study, participants were allocated to the intervention (n = 34) or waiting control (n = 34) minimizing on a composite language measure and age. Children in the intervention group received a 27-week program aimed at fostering code-related, word reading and oral language skills. Children’s progress in language and literacy was monitored at four time points: pre-, mid- post-intervention, and at delayed follow-up 9-months after the intervention had ceased. At the end of the intervention, children in the intervention group scored showed improvements compared to the waiting group on pre-literacy, reading, language, and reading comprehension measures (effect sizes d >.25). The gains in pre-literacy skills, word reading and word knowledge were maintained at 9-month delayed follow-up, though the improvements in language and reading comprehension were not. Intervention programs designed to support literacy and language skills in remote communities can be delivered successfully by trained assistants. Our findings inform the future provision of language and literacy programs in populations living in isolated areas