BackHome
Refresh: OffView Personal Schedule
Session Summary
Share...

Direct link:

3-164 - Innovative Models for Language and Literacy Intervention with At-Risk Children: From Conception to Implementation

Sat, April 8, 2:30 to 4:00pm, Austin Convention Center, Meeting Room 9C

Session Type: Poster Symposium

Integrative Statement

Language and literacy predict children’s life opportunities and health outcomes (Freudenberg & Ruglis, 2007; Morrisroe, 2014; Woolf, Johnson, Phillips, & Philipsen, 2007). Strong early language skills, in particular, are consistently and positively associated with many aspects of later development including behavior (Peterson et al., 2013; Morgan et al., 2015), self-regulation (Roben, Cole, & Armstrong, 2013), and long-term academic achievement (Duff, Reen, Plunkett, & Nation, 2015; LeFevre et al., 2010). Developmental scientists across disciplines recognize that language trajectories are established in the first years of life, based on the quality and quantity of early interactions with their caregivers (Hoff, 2006; Leigh, Nievar, & Nathans, 2011). Nonetheless, millions of children worldwide are at risk for poor language, literacy, and learning outcomes due to complex social and ecological factors such as extreme poverty (Ginsborg, 2006), limited access to high quality early care and education (Heckman, 2012), and multi-generational adversity (Kaplan, Liu, & Kaplan, 2000; Wightman, & Danziger, 2014). Reaching these vulnerable children requires innovative approaches that bridge evidence-based practice with culturally sensitive, community-based models for intervention. This symposium presents six examples of caregiver-implemented language and literacy interventions with at-risk children from developed and developing countries, in various stages of implementation. Together, this research moves beyond the content of the individual interventions to critically examine the translational science process – from exploration, to design, piloting, full implementation, scalability and sustainability (Fixsen et al., 2005; Olswang & Prelock, 2015). In this way, we actively define, illustrate, and evaluate the systematic application of research to practice.

Sub Unit

Chair

Individual Presentations