Previous Projects

The GR4L programme is based on previous research. More details about these research projects can be found at the links below:

Nuffield Language Intervention (2004-2008): An evaluation of an oral language intervention and a reading with phonology programme designed for children who enter school with language weaknesses.

The study is published in the Journal of Child Psychology and Psychiatry:

Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., Götz, K. and Hulme, C. (2008), Improving early language and literacy skills: Differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry, 49: 422–432. doi: 10.1111/j.1469-7610.2007.01849.x

Nuffield Early Language Intervention (2009-2012): An evaluation of an intervention programme starting in preschool and continuing into reception class. The programme was designed for children who are at risk of literacy difficulties as a result of poor language skills.

The study is published in the Journal of Child Psychology and Psychiatry (online open-access article):

Fricke, S., Bowyer-Crane, C., Haley, A. J., Hulme, C., & Snowling, M. J. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology And Psychiatry, 54(3), 280-290. http://onlinelibrary.wiley.com/doi/10.1111/jcpp.12010/pdf

Promoting Oral Language in Nursery-Aged Children with English as an Additional Language (2011-2012): This study was funded by an Early Career Researcher/Knowledge Transfer Grant from the University of Sheffield and evaluated a nursery version of GR4L. The study explored whether a targeted intervention programme carried out in nursery settings could significantly improve oral language skills in children learning English as an Additional Language (EAL). The programme was adapted from the nursery part of the Nuffield Early Language Intervention (2009-2012) programme to include more culturally sensitive and relevant materials. Ninety-six children with EAL were identified in 12 nursery schools/children centres across Sheffield based on poor performance on screening language measures (mean age 3;8) and randomly allocated to an intervention or a waiting control group.

The intervention group received a 15-week intervention programme in nursery aiming to develop vocabulary, narrative and listening skills. Children took part in three group sessions per week that were delivered by a trained and supported Teaching Assistant (TA)/Early Years practitioner (EYP) who was selected by each setting. TAs/EYPs were supported by receiving training and a detailed intervention manual from the research team. The TAs/EYPs were also asked to complete systematic session records and a member of the research team visited each TA/EYP at their school to observe an intervention session.

Nursery Training Course (from l-r): Gill Millard and Silke Fricke with TAs/EYPs - Gill Millard with TAs/EYPs

The study is published in a British Council special issue:

Fricke, S., & Millard, G. (2016). A setting-based oral language intervention for nursery-aged children with English as an additional language. In V. A. Murphy & M. Evangelou (Eds.), Early Childhood Education in English for Speakers of Other Languages (pp. 171-186). London: British Council. http://www.teachingenglish.org.uk/article/early-childhood-education-english-speakers-other-languages