Skip to main content Accessibility help
×
Hostname: page-component-848d4c4894-mwx4w Total loading time: 0 Render date: 2024-06-25T19:02:07.844Z Has data issue: false hasContentIssue false

Part Three - Impact, Intervention and Equity

Published online by Cambridge University Press:  11 August 2022

James Law
Affiliation:
University of Newcastle upon Tyne
Sheena Reilly
Affiliation:
Griffith University, Queensland
Cristina McKean
Affiliation:
University of Newcastle upon Tyne
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Language Development
Individual Differences in a Social Context
, pp. 347 - 560
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Australian Bureau of Statistics. (2017). About the census. www.abs.gov.au/websitedbs/censushome.nsf/home/2016?opendocument&navpos=110Google Scholar
Australian Bureau of Statistics. (2018). Quickstats. www.abs.gov.au/websitedbs/D3310114.nsf/Home/2016%20QuickStatsGoogle Scholar
Australian Institute of Family Studies. (2019). Growing Up in Australia: Longitudinal Study of Australian Children. https://growingupinaustralia.gov.au/about-study.Google Scholar
Beiser, M. (2006). Longitudinal research to promote effective refugee resettlement. Transcultural Psychiatry, 43(1), 5671. doi:10.1177/1363461506061757Google Scholar
Blake, H. L., Bennetts Kneebone, L., & McLeod, S. (2019). The impact of oral English proficiency on humanitarian migrants’ experiences of settling in Australia. International Journal of Bilingual Education and Bilingualism, 22(6), 689705. doi:10.1080/13670050.2017.1294557Google Scholar
Blake, H. L., & McLeod, S. (2018). The International Classification of Functioning, Disability and Health: Considering individuals from a perspective of health and wellness. Perspectives of the ASHA Special Interest Groups, 3(17), 6977. doi:10.1044/persp3.SIG17.69Google Scholar
Blake, H. L., & McLeod, S. (2019). Speech-language pathologists’ support for multilingual speakers’ English intelligibility and participation informed by the ICF. Journal of Communication Disorders, 77, 5670. doi:10.1016/j.jcomdis.2018.12.003Google Scholar
Blake, H. L., McLeod, S., Verdon, S., & Fuller, G. (2018). The relationship between spoken English proficiency and participation in higher education, employment and income from two Australian censuses. International Journal of Speech-Language Pathology, 20(2), 202215. doi:10.1080/17549507.2016.1229031Google Scholar
Brown, M. I., Wang, C., & McLeod, S. (2022). Reading with 1–2 year olds impacts later academic achievement at 8–11 years. Early Childhood Research Quarterly, 58, 198207. doi:10.1016/j.ecresq.2021.09.008Google Scholar
Campbell, T. F., Dollaghan, C. A., Rockette, H. E., Paradise, J. L., Feldman, H. M., Shriberg, L. D., … Kurs-Lasky, M. (2003). Risk factors for speech delay of unknown origin in 3-year-old children. Child Development, 74, 346357. doi:10.1111/1467-8624.7402002Google Scholar
Christensen, D., Zubrick, S. R., Lawrence, D., Mitrou, F., & Taylor, C. L. (2014). Risk factors for low receptive vocabulary abilities in the preschool and early school years in the Longitudinal Study of Australian Children. PLOS ONE, 9(7), e101476. doi:10.1371/journal.pone.0101476Google Scholar
Clyne, M., & Kipp, S. (1997). Trends and changes in home language use and shift in Australia, 1986–1996. Journal of Multilingual and Multicultural Development, 18(6), 451473.Google Scholar
Cronin, P., Reeve, R., McCabe, P., Viney, R., & Goodall, S. (2017). The impact of childhood language difficulties on healthcare costs from 4 to 13 years: Australian longitudinal study. International Journal of Speech-Language Pathology, 19(4), 381391. doi:10.1080/17549507.2016.1216599CrossRefGoogle ScholarPubMed
Daniel, G. R., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168-177. doi: 10.1016/j.ecresq.2015.12.016Google Scholar
Daraganova, G., Edwards, B., & Sipthorp, M. (2013). Using National Assessment Program-Literacy and Numeracy (NAPLAN) data in the Longitudinal Study of Australian Children (LSAC): LSAC technical paper no. 8. Canberra: Commonwealth of Australia.Google Scholar
Dennaoui, K., Nicholls, R. J., O’Connor, M., Tarasuik, J., Kvalsvig, A., & Goldfeld, S. (2016). The English proficiency and academic language skills of Australian bilingual children during the primary school years. International Journal of Speech-Language Pathology, 18(2), 157165. doi:10.3109/17549507.2015.1060526Google Scholar
Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA). (2009). Footprints in time: The Longitudinal Study of Indigenous Children: Key summary report from wave 1. Canberra: FaHCSIA.Google Scholar
Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA). (2012). Footprints in Time: The Longitudinal Study of Indigenous Children data user guide 3.0. Canberra: FaHCSIA. www.dss.gov.au/about-fahcsia/publications-articles/research-publications/longitudinal-data-initiatives/footprints-in-time-the-longitudinal-study-ofindigenous-children-lsicGoogle Scholar
Department of Social Services. (2015). Building a New Life in Australia: The Longitudinal Study of Humanitarian Migrants. Wave 1 data user guide. Canberra: Australian Government.Google Scholar
Farrant, B. M., & Zubrick, S. R. (2013). Parent–child book reading across early childhood and child vocabulary in the early school years: Findings from the Longitudinal Study of Australian Children. First Language, 33(3), 280293. doi:10.1177/0142723713487617Google Scholar
Feeney, R., Desha, L., Khan, A., & Ziviani, J. (2016). Contribution of speech and language difficulties to health-related quality-of-life in Australian children: A longitudinal analysis. International Journal of Speech-Language Pathology, 19(2), 139152. doi:10.3109/17549507.2016.1151935CrossRefGoogle ScholarPubMed
Geyh, S., Peter, C., Müller, R., Bickenbach, J. E., Kostanjsek, N., Üstün, B. T., … Cieza, A. (2011). The Personal Factors of the International Classification of Functioning, Disability and Health in the literature: A systematic review and content analysis. Disability & Rehabilitation, 33(13–14), 10891102. doi:10.3109/09638288.2010.523104Google Scholar
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581586.Google Scholar
Gray, S., Kvalsvig, A., O’Connor, M., O’Connor, E., Incledon, E., Tarasuik, J., & Goldfeld, S. (2018). Can a teacher-reported indicator be used for population monitoring of oral language skills at school entry? International Journal of Speech-Language Pathology, 20, 447457. doi:10.1080/17549507.2017.1294200Google Scholar
Harrison, L. J., & McLeod, S. (2010). Risk and protective factors associated with speech and language impairment in a nationally representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research, 53(2), 508529. doi:10.1044/1092-4388(2009/08-0086Google Scholar
Harrison, L. J., McLeod, S., Berthelsen, D., & Walker, S. (2009). Literacy, numeracy, and learning in school-aged children identified as having speech and language impairment in early childhood. International Journal of Speech-Language Pathology, 11(5), 392403. doi:10.1080/17549500903093749Google Scholar
Harrison, L. J., McLeod, S., McAllister, L., & McCormack, J. (2017). Speech sound disorders in preschool children: Correspondence between clinical diagnosis and teacher and parent report. Australian Journal of Learning Difficulties, 22(1), 3548. doi:10.1080/19404158.2017.1289964Google Scholar
Holmes, J. (1993). Immigrant women and language maintenance in Australia and New Zealand. International Journal of Applied Linguistics, 3(2), 159179. doi:10.1111/j.1473-4192.1993.tb00048.xGoogle Scholar
Hyde, J. S., & Linn, M. C. (1988). Gender differences in verbal ability: A meta-analysis. Psychological Bulletin, 104(1), 5369. doi:10.1037/0033-2909.104.1.53CrossRefGoogle Scholar
Imms, C., Granlund, M., Wilson, P. H., Steenbergen, B., Rosenbaum, P. L., & Gordon, A. M. (2017). Participation, both a means and an end: A conceptual analysis of processes and outcomes in childhood disability. Developmental Medicine and Child Neurology, 59(1), 1625. doi:10.1111/dmcn.13237CrossRefGoogle Scholar
Kikkawa, D. (2015). Turning back the tide of Indigenous language loss: Children to the rescue? In Department of Social Services (Ed.), Footprints in Time: The Longitudinal Study of Indigenous Children. Report from wave 5 (pp. 7177). Canberra: Commonwealth of Australia.Google Scholar
Martin, N., Thompson, C. K., & Worrall, L. (Eds.). (2007). Aphasia rehabilitation: The impairment and its consequences. San Diego, CA: Plural Publishing.Google Scholar
McCormack, J., Harrison, L. J., McLeod, S., & McAllister, L. (2011). A nationally representative study of the association between communication impairment at 4–5 years and children’s life activities at 7–9 years. Journal of Speech, Language and Hearing Research, 54(5), 13281348. doi:10.1044/1092-4388(2011/10-0155Google Scholar
McCormack, J., McLeod, S., Harrison, L. J., & McAllister, L. (2010). The impact of speech impairment in early childhood: Investigating parents’ and speech-language pathologists’ perspectives using the ICF-CY. Journal of Communication Disorders, 43(5), 378396. doi:10.1016/j.jcomdis.2010.04.009Google Scholar
McCormack, J., McLeod, S., McAllister, L., & Harrison, L. J. (2009). A systematic review of the association between childhood speech impairment and participation across the lifespan. International Journal of Speech-Language Pathology, 11(2), 155170. doi:10.1080/17549500802676859CrossRefGoogle Scholar
McLeod, S. (2011). Cultural and linguistic diversity in Australian 4- to 5-year-old children and their parents. ACQuiring Knowledge in Speech, Language, and Hearing, 13(3), 112119.Google Scholar
McLeod, S. (2018). Communication rights: Fundamental human rights for all. International Journal of Speech-Language Pathology, 20(1), 311. doi:10.1080/17549507.2018.1428687CrossRefGoogle ScholarPubMed
McLeod, S., & Baker, E. (2017). Children’s speech: An evidence-based approach to assessment and intervention. Boston, MA: Pearson.Google Scholar
McLeod, S., Daniel, G., & Barr, J. (2013). ‘When he’s around his brothers … he’s not so quiet’: The private and public worlds of school-aged children with speech sound disorder. Journal of Communication Disorders, 46(1), 7083. doi:10.1016/j.jcomdis.2012.08.006Google Scholar
McLeod, S., & Harrison, L. J. (2009). Epidemiology of speech and language impairment in a nationally representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research, 52(5), 12131229. doi:10.1044/1092-4388(2009/08-0085)Google Scholar
McLeod, S., Harrison, L. J., McAllister, L., & McCormack, J. (2013). Speech sound disorders in a community study of preschool children. American Journal of Speech-Language Pathology, 22(3), 503522. doi:10.1044/1058-0360(2012/11-0123)Google Scholar
McLeod, S., Harrison, L. J., & Wang, C. (2019). A longitudinal population study of literacy and numeracy outcomes for children identified with speech, language, and communication needs in early childhood. Early Childhood Research Quarterly, 47, 507517. doi:10.1016/j.ecresq.2018.07.004Google Scholar
McLeod, S., Harrison, L. J., Wang, C., & Sartbayeva, A. (2017). Indigenous Australian children’s early childhood speech and language status as a predictor of school-age academic outcomes. Manuscript in preparation.Google Scholar
McLeod, S., Harrison, L., Wang, C., & Verdon, S. (2018). Indigenous Australian children’s speech and language: Academic outcomes and access to services. Melbourne: Speech Pathology Australia.Google Scholar
McLeod, S., Harrison, L. J., Whiteford, C., & Walker, S. (2016). Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school. Early Childhood Research Quarterly, 34, 5366. doi:10.1016/j.ecresq.2015.08.005Google Scholar
McLeod, S., & McCormack, J. (2007). Application of the ICF and ICF-Children and Youth in children with speech impairment. Seminars in Speech and Language, 28, 254264. doi:10.1055/s-2007-986522Google Scholar
McLeod, S., & Verdon, S. (2015). Longitudinal patterns of language use, diversity, support, and competence. In Department of Social Services (Ed.), Footprints in time: The Longitudinal Study of Indigenous Children. Report from wave 5 (pp. 6670). Canberra: Commonwealth of Australia.Google Scholar
McLeod, S., Verdon, S., & Bennetts Kneebone, L. (2014). Celebrating young Indigenous Australian children’s speech and language competence. Early Childhood Research Quarterly, 29(2), 118131. doi:10.1016/j.ecresq.2013.11.003Google Scholar
McLeod, S., Verdon, S., & Theobald, M. (2015). Becoming bilingual: Children’s insights about making friends in bilingual settings. International Journal of Early Childhood, 47(3), 385402. doi:10.1007/s13158-015-0148-7Google Scholar
McClowry, S. G. (1995). The development of the school-age temperament inventory. Merrill-Palmer Quarterly, 41(3), 271285.Google Scholar
O’Connor, M., O’Connor, E., Tarasuik, J., Gray, S., Kvalsvig, A., & Goldfeld, S. (2018). Academic outcomes of multilingual children in Australia. International Journal of Speech-Language Pathology, 20(4), 393405. doi:10.1080/17549507.2017.1292546Google Scholar
Rothman, S. (2003). An Australian version of the adapted PPVT-III for use in research. Unpublished manuscript. Melbourne: Australian Council for Educational Research.Google Scholar
Sanson, A., Nicholson, J., Ungerer, J., Zubrick, S., Wilson, K., Ainley, J., … Wake, M. (2002). Introducing the Longitudinal Study of Australian Children; LSAC discussion paper no. 1. https://growingupinaustralia.gov.au/data-and-documentation/discussion-papersGoogle Scholar
Sanson, A., Prior, M., Garino, E., Oberklaid, F., & Sewell, J. (1987). The structure of infant temperament: Factor analysis of the Revised Infant Temperament Questionnaire. Infant Behavior and Development, 10, 97104.Google Scholar
Shahaeian, A., Wang, C., Tucker-Drob, E., Geiger, V., Bus, A. G., & Harrison, L. J. (2018). Early shared reading, socioeconomic status, and children’s cognitive and school competencies: Six years of longitudinal evidence. Scientific Studies of Reading, 22(6), 485502. doi:10.1080/10888438.2018.1482901Google Scholar
Skelton, F., Barnes, S., Kikkawa, D., & Walter, M. (2014). Footprints in Time: The Longitudinal Study of Indigenous Children up and running. Family Matters, 95, 3040.Google Scholar
Taylor, C. L., Maguire, B., & Zubrick, S. R. (2011). Children’s language development. In Australian Institute of Family Studies (Ed.), The Longitudinal Study of Australian Children: Annual statistical report 2010 (pp. 107122). Barton: Australian Institute of Family Studies.Google Scholar
Verdon, S., & McLeod, S. (2015). Indigenous language learning and maintenance among young Australian Aboriginal and Torres Strait Islander children. International Journal of Early Childhood, 47(1), 153170. doi:10.1007/s13158-015-0131-3CrossRefGoogle Scholar
Verdon, S., McLeod, S., & Winsler, A. (2014a). Linguistic diversity among Australian children in the first 5 years of life. Speech, Language and Hearing, 17(4), 196203. doi:10.1179/2050572814Y.0000000038Google Scholar
Verdon, S., McLeod, S., & Winsler, A. (2014b). Language maintenance and loss in a population study of young Australian children. Early Childhood Research Quarterly, 29, 168181. doi:10.1016/j.ecresq.2013.12.003Google Scholar
Wake, M., Sanson, A., Berthelsen, D., Hardy, P., Misson, S., Smith, K., … Consortium, L. R. (2008). Social policy research paper number 36: How well are Australian infants and children aged 4 to 5 years doing? www.fahcsia.gov.au/about/publicationsarticles/research/socialpolicy/Pages/prps-prps_36.aspxGoogle Scholar
Wang, C., Harrison, L. J., McLeod, S., Walker, S., & Spilt, J. L. (2018). Can teacher–child relationships support human rights to freedom of opinion and expression, education and participation? International Journal of Speech-Language Pathology, 20(1), 133141. doi:10.1080/17549507.2018.1408855Google Scholar
World Health Organization. (2001). International Classification of Functioning, Disability and Health (ICF). Geneva: WHO.Google Scholar
World Health Organization. (2007). International Classification of Functioning, Disability and Health–Version for Children and Youth (ICF-CY). Geneva: WHO.Google Scholar

References

Akgul, E., Yazci, D., & Akman, B. (2019). Views of parents preferring to raise a bilingual child. Early Child Development and Care, 189(10), 15881601.Google Scholar
Ambridge, B. & Lieven, E.V.M. (2011). Child language acquisition: Contrasting theoretical approaches. Cambridge: Cambridge University Press.Google Scholar
Barnes, S., & Bloch, S. (2019). Why is measuring communication difficult? A critical review of current speech pathology concepts and measures. Clinical Linguistics & Phonetics, 33(3), 219236. doi:10.1080/02699206.2018.1498541Google Scholar
Blackburn, S., McLachlan, S., Jowett, S., Kinghorn, P., Gill, P., Higginbottom, A., … Jinks, J. (2018). The extent, quality and impact of patient and public involvement in primary care research: A mixed methods study. BMC Research Involvement and Engagement, 4, 16.Google Scholar
Boerma, T., & Blom, E. (2017). Assessment of bilingual children: What if testing both languages is not possible? Journal of Communication Disorders, 66, 6576. doi:10.1016/j.jcomdis.2017.04.001Google Scholar
Boivin, A., Richards, T., Forsythe, L., Grégoire, A., L’Espérance, A., Abelson, J., & Carman, K. L. (2018). Evaluating patient and public involvement in research. British Medical Journal, 363, k5147. doi:10.1136/bmj.k5147Google Scholar
Carroll, C. (2010). ‘It’s not every day that parents get a chance to talk like this’: Exploring parents’ perceptions and expectations of speech-language pathology services for children with intellectual disability. International Journal of Speech-Language Pathology, 12(4), 352361. doi:10.3109/17549500903312107Google Scholar
Carroll, C., & Sixsmith, J. (2016). Exploring the facilitation of young children with disabilities in research about their early intervention service. Child Language Teaching & Therapy, 32 (3), 313325.Google Scholar
Christensen, P. (2004). Children’s participation in ethnographic research: Issues of power and representation. Children & Society, 18(2), 165176.Google Scholar
Coad, J., & Hambly, H. (2011). Listening to children with speech, language, and communication needs through arts-based methods. In Roulstone, S. & McLeod, S. (Eds.), Listening to children and young people with speech, language and communication needs (pp. 131141). Guildford: J&R Press.Google Scholar
Connors, C., & Stalker, K. (2007). Children’s experiences of disability: Pointers to a social model of disability. Disability & Society, 22(1), 1933.Google Scholar
Davies, R., Gibson, A., & Griffiths, S. (2019). Patient and public involvement. In Dobinson, C. & Wren, Y. (Eds.), Creating practice-based evidence: A guide for SLTs, 2nd ed. Guildford: J&R Press.Google Scholar
De Chavez, A. C., Backett-Milburn, K., Parry, O., & Platt, S. (2005). Understanding and researching well-being: Its usage in different disciplines and potential for health research and health promotion. Health Education Journal, 64(1), 7087.Google Scholar
Education Endowment Foundation. (2018). Working with parents to support children’s learning: Guidance report. London: Education Endowment Foundation.Google Scholar
Evans, D., Coad, J., Cottrell, K., Dalrymple, J., Davies, R., Donald, C.Sayers, R. (2014). Public involvement in research: Assessing impact through realist evaluation. Health Services and Delivery Research, 2, 36.Google Scholar
Feeney, R., Desha, L., Ziviani, J., & Nicholson, J. (2012). Health-related quality-of-life of children with speech and language difficulties: A review of the literature. International Journal of Speech-Language Pathology, 14(1), 5972.Google Scholar
Ferguson, A. (2009). The discourse of speech-language pathology. International Journal of Speech-Language Pathology, 11(2), 104112.Google Scholar
Flynn, R., Walton, S., & Scott, S. D. (2019). Engaging children and families in pediatric health research: A scoping review. Research Involvement and Engagement, 5(1), 32. doi:10.1186/s40900-019-0168-9Google Scholar
Fourie, R., Crowley, N., & Oliviera, A. (2011). A qualitative exploration of therapeutic relationships from the perspective of six children receiving speech-language therapy. Topics in Language Disorders, 31(4), 310324.Google Scholar
Gallagher, A. L., Murphy, C. A., Conway, P. F., & Perry, A. (2019). Engaging multiple stakeholders to improve speech and language therapy services in schools: An appreciative inquiry-based study. BMC Health Services Research, 19(1), 226226. doi:10.1186/s12913-019-4051-zGoogle Scholar
Gallagher, A. L., Tancredi, H., & Graham, L. J. (2018). Advancing the human rights of children with communication needs in school. International Journal of Speech-Language Pathology, 20(1), 128132. doi:10.1080/17549507.2018.1395478Google Scholar
Glogowska, M. (1998). Parents’ beliefs and ideas about children’s early speech and language difficulties. International Journal of Language and Communication Disorders, 33(S), 538542.Google Scholar
Golding, S., Leitão, S., & Williams, C. (2013). Speech and language development of intercountry adopted children aged 3 to 6 years: An explorative study of Australian parents’ knowledge, beliefs, and experiences. Adoption Quarterly, 16(1), 4061. doi:10.1080/10926755.2012.754811Google Scholar
Gomersall, T., Spencer, S., Basaris, H., Tsuchiya, A., Clegg, J., Sutton, A., & Dickinson, K. (2015). Measuring quality of life in children with speech and language difficulties: A systematic review of existing approaches. International Journal of Language and Communication Disorders, 50(4), 416435.Google Scholar
Goodall, J., & Montgomery, C. (2014). Parental involvement to parental engagement: A continuum. Educational Review, 66(4), 399410. doi:10.1080/00131911.2013.781576Google Scholar
Greenhalgh, T. (2016). Cultural contexts of health: The use of narrative research in the health sector. Copenhagen: WHO Regional Office for Europe (Health Evidence Network (HEN) synthesis report 49). Copenhagen: WHO. www.euro.who.int/__data/assets/pdf_file/0004/317623/HEN-synthesis-report-49.pdfGoogle Scholar
Greenhalgh, T., Snow, R., Ryan, S., Rees, S., & Salisbury, H. (2015). Six ‘biases’ against patients and carers in evidence-based medicine. BMC Medicine, 13, 200.Google Scholar
Hambly, H. (2018). A relational understanding of language impairment: children’s experiences in the context of their social worlds. In Runswick-Cole, K., Curran, T., & Liddiard, K. (Eds.), The Palgrave handbook of disabled children’s childhood studies (pp. 409423). London: Palgrave Macmillan.Google Scholar
Hammer, C. S. (2011). Broadening our knowledge about diverse populations. American Journal of Speech-Language Pathology, 20(2), 7172. doi:10.1044/1058-0360(2011/ed-02)Google Scholar
Harkness, S., Super, E., Sutherland, M., Blom, U., Mavradis, J., & Axia, G. (2007). Culture and the construction of habits in daily life: Implications for the successful development of children with disabilities. Occupation, Participation and Health, 27, 335405.Google Scholar
INVOLVE. (2013). Exploring the impact of public involvement on the quality of research: examples. NIHR Guidance on co-producing a research project. Southampton: INVOLVE. www.invo.org.uk/wp-content/uploads/2019/04/Copro_Guidance_Feb19.pdfGoogle Scholar
Kelic, M., Roulstone, S., Pavicic Dokosa, K., & McKean, C. (2019). Attitudes and rules governing work with parents: An exploration of the perspectives of speech and language therapists. Poster presented at the 2019 Conference of the UK Royal College of Speech & Language Therapists, Nottingham.Google Scholar
Law, J., Roulstone, S., & Lindsay, G. (2015). Integrating external evidence of intervention effectiveness with both practice and the parent perspective: Development of ‘What Works’ for speech, language, and communication needs (SLCN). Developmental Medicine & Child Neurology, 57, 223228.Google Scholar
Lee, M., Shetgiri, R., Barina, A., Tillitski, J., & Flores, G. (2015). Raising bilingual children: A qualitative study of parental attitudes, beliefs and intended behaviours. Hispanic Journal of Behavioural Sciences, 37(4), 503521.Google Scholar
Lyons, R., O’Malley, M. P., O’Conner, P., & Monaghan, U. (2010). ‘It’s just so lovely to hear him talking’: Exploring the intervention expectations and experiences of parents. Child, Language, Teaching and Therapy, 26, 6176.Google Scholar
Lyons, R., & Roulstone, S. (2017). Labels, identity and narratives in children with primary speech and language impairments. International Journal of Speech-Language Pathology, 5, 503518. doi:10.1080/17549507.2016.1221455Google Scholar
Lyons, R., & Roulstone, S. (2018a). Listening to the voice of children with developmental speech and language disorders using narrative inquiry: Methodological considerations. Journal of Communication Disorders, 72, 1625. doi:10.1016/j.jcomdis.2018.02.006Google Scholar
Lyons, R., & Roulstone, S. (2018b). Well-being and resilience in children with speech and language disorders. Journal of Speech, Language, and Hearing Research, 61(2), 324344. doi:10.1044/2017_JSLHR-L-16-0391Google Scholar
Marjanovič‐Umek, L., Fekonja, U., Podlesek, A., & Kranjc, S. (2011). Assessing toddler language competence: Agreement of parents’ and preschool teachers’ assessments. European Early Childhood Education Research Journal, 19(1), 2143. doi:10.1080/1350293X.2011.548957Google Scholar
Markham, C., & Dean, T. (2006). Parents’ and professionals’ perceptions of quality of life in children with speech and language difficulty. International Journal of Language and Communication Disorders, 41, 189212.Google Scholar
Markham, C., van Laar, D., Gibbard, D., & Dean, T. (2009). Children with speech, language and communication needs: Their perceptions of their quality of life. International Journal of Language and Communication Disorders, 44(5), 748768.Google Scholar
Marshall, J., Goldbart, J., & Phillips, J. (2007). Parents’ and speech and language therapists’ explanatory models of language development, language delay and intervention. International Journal of Language & Communication Disorders, 42(5), 533555. doi:10.1080/13682820601053753Google Scholar
Marshall, J., Harding, S., & Roulstone, S. (2017). Language development, delay and intervention-the views of parents from communities that speech and language therapy managers in England consider to be under-served. International Journal of Language & Communication Disorders, 52(4), 489500. doi:10.1111/1460-6984.12288Google Scholar
McAndrew, B., & O’Malley-Keighran, M.-P. (2017). ‘She didn’t have a word of English; we didn’t have a word of Vietnamese’: Exploring parent experiences of communication with toddlers who were adopted internationally. Journal of Communication Disorders, 68, 89102. doi:10.1016/j.jcomdis.2017.06.011Google Scholar
McCormack, J., McLeod, S., McAllister, L., & Harrison, L. (2010). My speech problem, your listening problem, and my frustration: The experience of living with childhood speech impairment. Language, Speech, and Hearing Services in Schools, 41, 379392.CrossRefGoogle ScholarPubMed
McCurtin, A., & Clifford, A. M. (2015). What are the primary influences on treatment decisions? How does this reflect on evidence-based practice? Indications from the discipline of speech and language therapy. Journal of Evaluation in Clinical Practice, 21(6), 11781189.Google Scholar
McKean, C., Mensah, F. K., Eadie, P., Bavin, E. L., Bretherton, L., Cini, E., & Reilly, S. (2015). Levers for language growth: Characteristics and predictors of language trajectories between 4 and 7 years. PLoS ONE, 10(8), e0134251. doi:10.1371/journal.pone.0134251Google Scholar
McLeod, S., Daniel, G., & Barr, J. (2013). ‘When he’s around his brothers he’s not so quiet’: The private and public worlds of school-aged children with speech sound disorder. Journal of Communication Disorders, 46, 7083.Google Scholar
McLeod, S., McCormack, J., McAllister, L., Harrison, L., & Holliday, E. (2011). Listening to 4- to 5-year old children with speech impairment using drawings, interviews and questionnaires. In Roulstone, S. & McLeod, S. (Eds.), Listening to children and young people with speech, language and communication need (pp. 179193). Guildford: J&R Publishers.Google Scholar
Merrick, R., & Roulstone, S. (2011). Children’s views of communication and speech-language pathology. International Journal of Speech-Language Pathology, 13(4), 281290.Google Scholar
Michael-Luna, S. (2013). What linguistically diverse parents know and how it can help early childhood educators: A case study of a dual language preschool community. Early Childhood Education Journal, 41(6), 447455. doi:10.1007/s10643-013-0574-9Google Scholar
Ochs, E., & Schieffelin, B. (1984). Language acquisition and socialization: Three developmental stories and their implications. In Schweder, R. A. & LeVine, R. A. (Eds.), Culture theory: Essays on mind, self, and emotion (pp. 276320). Cambridge: Cambridge University Press.Google Scholar
Ocloo, J., & Matthews, R. (2016). From tokenism to empowerment: Progressing patient and public involvement in healthcare improvement. British Medical Journal Quality and Safety, 25, 626632.Google Scholar
Owen, R., Hayett, L., & Roulstone, S. (2004). Children’s views of speech and language therapy in school: Consulting children with communication difficulties. Child Language Teaching and Therapy, 20(1), 5573.Google Scholar
Rabiee, P., Sloper, P., & Beresford, B. (2005). Desired outcomes for children and young people with complex health care needs, and children who do not use speech for communication. Health & Social Care in the Community, 13(5), 478487. doi:10.1111/j.1365-2524.2005.00578.xGoogle Scholar
Rannard, A., Lyons, C., & Glenn, S. (2004). Children with specific language impairment: Parental accounts of the early years. Journal of Child Health Care, 8(2), 165176. doi:10.1177/1367493504041875Google Scholar
Rannard, A., Lyons, C., & Glenn, S. (2005). Parent concerns and professional responses: The case of specific language impairment. British Journal of General Practice, 55(518), 710714.Google Scholar
Roulstone, S., Coad, J., Ayre, A., Hambly, H., & Lindsay, G. (2012). The preferred outcomes of children with speech, language and communication needs and their parents. London: DfE.Google Scholar
Roulstone, S., Glogowska, M., Peters, T. J., & Enderby, P. (2003). A 12 month follow-up of preschool children investigating the natural history of speech and language delay. Child: Care Health & Development, 29(4), 245255.Google Scholar
Roulstone, S., Harding, S., & Morgan, L. (2016). Exploring the involvement of children and young people with speech, language and communication needs and their families in decision-making: A research project. London: The Communication Trust. www.thecommunicationtrust.org.uk/involveGoogle Scholar
Roulstone, S., & Lindsay, G. (2012). The perspectives of children and young people who have speech, language and communication needs, and their parents. Department for Education Research Report DFR-RR247-BCRP7. www.education.gov.uk/publications/standard/publicationDetail/Page1/DFE-RR247-BCRP7Google Scholar
Roulstone, S., Marshall, J. E., Powell, G. G., Goldbart, J., Wren, Y. E., Coad, J., … Coad, R. (2015). Evidence-based intervention for preschool children with primary speech and language impairments: Child Talk – An exploratory mixed-methods study, Programme Grants for Applied Research, 3(5). www.journalslibrary.nihr.ac.uk/programmes/pgfar/RP-PG-0109-10073/#/Google Scholar
Sanger, D., Moore-Brown, B., Montgomery, J., Rezac, C., & Keller, H. (2003). Female incarcerated adolescents with language problems talk about their own communication behaviours and learning. Journal of Communication Disorders, 36, 465486.Google Scholar
Sawyer, B. E., Manz, P. H., & Martin, K. A. (2017). Supporting preschool dual language learners: Parents’ and teachers’ beliefs about language development and collaboration. Early Child Development and Care, 187(3–4), 707726.Google Scholar
Segawa, N. (2017). Beating English into kids’ heads? Parents in Uganda split over corporal punishment. Global Press Journal, 14 January. https://globalpressjournal.com/africa/uganda/beating-english-kids-heads-parents-uganda-split-corporal-punishmentGoogle Scholar
Smith, E., Manthorpe, J., Brearley, S., Ross, F., Donovan, S., Sitzia, J., & Beresford, P. (2005). User involvement in the design and undertaking of midwifery and health visiting research. Report to the National Co-ordinating Centre for NHS Service Delivery and Organisation R&D. London: HMSO.Google Scholar
Staley, K. (2009). Exploring impact: Public involvement in NHS, public health and social care research. www.invo.org.uk/wp-content/uploads/2011/11/Involve_Exploring_Impactfinal28.10.09.pdfGoogle Scholar
Sugden, E., Munro, N., Trivette, C. M., Baker, E., & Williams, A. L. (2019). Parents’ experiences of completing home practice for speech sound disorders. Journal of Early Intervention, 41(2), 159181. doi:10.1177/1053815119828409Google Scholar
Sylvestre, A., Nadeau, L., Charron, L., Larose, N., & Lepage, C. (2013). Social participation by children with developmental coordination disorder compared to their peers. Disability & Rehabilitation, 35, 18141820.Google Scholar
Tancredi, H. (2019). Meeting obligations to consult students with disability: Methodological considerations and successful elements for consultation. The Australian Educational Researcher, 47(2), 201217.Google Scholar
Tisdall, E. K. M., Davis, J., & Gallagher, M. (2009). Introduction. In Tisdall, E. K. M., Davis, J., & Gallagher, M. (Eds.), Researching for children and young people: Research design, methods and analysis (pp. 110). London: SAGE.Google Scholar
Tomblin, J. B., & Christiansen, M. H. (2009). Explaining developmental communication disorders. In Paul, R. (Ed.) Speech disorders (pp. 3549). San Diego, CA: Plural.Google Scholar
Tuller, L. (2015). Clinical use of parental questionnaires in multilingual contexts. In Atmon-Lotem, S., de Jong, J., & Meir, N. (Eds.), Assessing multilingual children. Disentangling Bilingualism from language impairment (pp. 301330). Bristol: Multilingual Matters.Google Scholar
United Nations. (1989). United Nations Convention on the Rights of the Child. www.unicef.org/child-rights-convention/convention-text/Google Scholar
van Kleeck, A. (1994). Potential cultural bias in training parents as conversational partners with their children who have delays in language development. American Journal of Speech-Language Pathology, 3(1), 6778.Google Scholar
Volkmer, A., Broomfield, K., & Longhurst, L. (2019). From engagement to co-production in research and clinical practice: PPI in practice. Workshop presented at the UK RCSLT conference, Nottingham, September.Google Scholar
Watts Pappas, N., McAllister, L., & McLeod, S. 2016. Parental beliefs and experiences regarding involvement in intervention for the child with speech sound disorder. Child Language Teaching and Therapy, 32(2), 223239.Google Scholar
Wessells, M. G. (2015). Bottom-up approaches to strengthening child protection systems: Placing children, families and communities at the centre. Child Abuse and Neglect, 43, 821.Google Scholar
Wickenden, M. (2010). Teenage worlds, different voices: An ethnographic study of identity and lifeworlds of disabled teenagers who use AAC. Doctoral thesis, University of Sheffield.Google Scholar
Wilson, P., Mathie, E., Keenan, J., McNeilly, E., Goodman, C., Howe, A., … Peckham, S. (2015). Research with patient and public involvement: A realist evaluation – the RAPPORT study. Health Services and Delivery Research, 3(38).Google Scholar
Wing, C., Kohnert, K., Pham, G., Codero, K. N., Ebert, K. D., Kan, P. F., & Blaiser, K. (2007). Culturally consistent treatment for late talkers. Communication Disorders Quarterly, 29(1), 2027.Google Scholar
World Health Organisation. (2001). International Classification of Functioning, Disability, and Health. Geneva: World Health Organisation.Google Scholar

References

Asbury, K., & Plomin, R. (2013). G is for genes: The impact of genetics on education and achievement. Hoboken, NJ: John Wiley & Sons.Google Scholar
Australian Government. (2015). Australian Early Development Census National Report 2015: A snapshot of early childhood development in Australia. Canberra: Department of Education and Training.Google Scholar
Bavin, E., & Bretherton, L. (2013). The Early Language in Victoria Study: Late talkers, predictors, and outcomes In Rescorla, L. & Dale, P. (Eds.), Late talkers: Language development, interventions, and outcomes. Baltimore MD: Paul H. Brookes Publishing.Google Scholar
Beitchman, J. H., Brownlie, E. B., & Bao, L. (2014). Age 31 mental health outcomes of childhood language and speech disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 53(10), 11021110.Google Scholar
Beitchman, J. H., Brownlie, E. B., Wild, J., Ferguson, B., Schachter, D., Lancee, W., … Mathews, R. (1996). Seven-year follow-up of speech/language impaired and control children: Psychiatric outcome. Journal of Child Psychology & Psychiatry, 37(8), 961970.Google Scholar
Belfield, C. R., Nores, M., Barnett, S., & Schweinhart, L. (2006). The High/Scope Perry Preschool Program: Cost–benefit analysis using data from the age-40 followup. The Journal of Human Resources, 41(1), 162190.Google Scholar
Binks-Cantrell, E., Joshi, R. M., & Washburn, E. K. (2012). Validation of an instrument for assessing teacher knowledge of basic language constructs of literacy. Annals of Dyslexia, 62(3), 153171.Google Scholar
Bishop, D. V., Snowling, M. J., Thompson, P. A., Greenhalgh, T., & CATALISE Consortium. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children. PLOS ONE, 11(7), e0158753.Google Scholar
Bretherton, L., Prior, M., Bavin, E., Cini, E., Eadie, P., & Reilly, S. (2013). Developing relationships between language and behaviour in preschool children from the Early Language in Victoria Study: Implications for intervention. Emotional and Behavioural Difficulties, 19(1), 727.Google Scholar
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166176.Google Scholar
Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher–child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30(A), 8092.Google Scholar
Cabell, S. Q., Justice, L., Piasta, S. B., Curenton, S. M., Wiggins, A. K., Turnbull, K. P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech Language Pathology, 20, 315330.Google Scholar
Campbell, F., Conti, G., Heckman, J. J., Moon, S. H., Pinto, R., Pungello, E., & Pan, Y. (2014). Early childhood investments substantially boost adult health. Science, 343(6178), 14781485.Google Scholar
Campbell, F. A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Y., Wasik, B. H., … Ramey, C. T. (2012). Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up. Developmental Psychology, 48(4), 10331043.Google Scholar
Campbell, F. A., Ramey, C. T., Pungello, E., Sparling, J., & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6(1), 4257.Google Scholar
Carlisle, J. F., & Berebitsky, D. (2011). Literacy coaching as a component of professional development. Reading and Writing, 24(7), 773800.Google Scholar
Carson, K. L., Gillon, G. T., & Boustead, T. M. (2013). Classroom phonological awareness instruction and literacy outcomes in the first year of school. Language, Speech, and Hearing Services in Schools, 44(2), 147160.Google Scholar
Catts, H., Bridges, M. S., Little, T. D., & Tomblin, J. B. (2008). Reading achievement growth in children with language impairments. Journal of Speech, Language & Hearing Research, 51, 15691579.Google Scholar
Cloney, D., Cleveland, G., Hattie, J., & Tayler, C. (2015). Variations in the availability and quality of early childhood education and care by socioeconomic status of neighborhoods. Early Education and Development, 27(3), 384401.Google Scholar
Conti-Ramsden, G., & Botting, N. (2004). Social difficulties and victimization in children with SLI at 11 years of age. Journal of Speech, Language & Hearing Research, 47(1), 145161.Google Scholar
Conti-Ramsden, G., & Durkin, K. (2012). Postschool educational and employment experiences of young people with specific language impairment. Language, Speech & Hearing Services in the Schools, 43, 507520.Google Scholar
Conti-Ramsden, G., Durkin, K., Simkin, Z., & Knox, E. (2009). Specific language impairment and school outcomes. Identifying and explaining variability at the end of compulsory education. International Journal of Language & Communication Disorders, 44(1), 1535.Google Scholar
Conti-Ramsden, G., Mok, P. L., Pickles, A., & Durkin, K. (2013). Adolescents with a history of specific language impairment (SLI): Strengths and difficulties in social, emotional and behavioral functioning. Research in Developmental Disabilities, 34(11), 41614169.Google Scholar
Cunningham, B. J., Washington, K. N., Binns, A., Rolfe, K., Robertson, B., & Rosenbaum, P. (2017). Current methods of evaluating speech-language outcomes for preschoolers with communication disorders: A scoping review using the ICF-CY. Journal of Speech, Language, and Hearing Research, 60(2), 447464.Google Scholar
Degotardi, S., & Gill, A. (2017). Infant educators’ beliefs about infant language development in long day care settings. Early Years, 39(1), 97113.Google Scholar
Dowsett, C. J., Huston, A. C., & Imes, A. E. (2008). Structural and process features in three types of child care for children from high and low income families. Early Childhood Research Quarterly, 23(1), 6993.Google Scholar
Duncan, G. J., & Sojourner, A. J. (2013). Can intensive early childhood intervention programs eliminate income-based cognitive and achievement gaps? Journal of Human Resources, 48(4), 945968.Google Scholar
Eadie, P., Conway, L., Hallenstein, B., Mensah, F., McKean, C., & Reilly, S. (2018). Quality of life in children with developmental language disorder. International Journal of Language & Communication Disorders, 53(4), 799810.Google Scholar
Eadie, P., Stark, H., & Niklas, F. (2019). Quality of interactions by early childhood educators following a language-specific professional learning program. Early Childhood Education Journal, 47(3), 251263.Google Scholar
Eadie, P., Stark, H., & Snow, P. (2017). Building knowledge about oral language skills into teacher practice and initial teacher education. In Bentley, T. & Savage, G. (Eds.), Educating Australia: Challenges for the decade ahead (pp. 241256). Melbourne: Melbourne University Press.Google Scholar
Ellis, S., & McCartney, E. (2011). Applied linguistics and primary school teaching. Cambridge: Cambridge University Press.Google Scholar
Feeney, R., Desha, L., Ziviani, J., & Nicholson, J. M. (2012). Health-related quality-of-life of children with speech and language difficulties: A review of the literature. International Journal of Speech & Language Pathology, 14(1), 5972.Google Scholar
Fenson, L., Dale, P., Reznick, J., Thal, D., Bates, E., & Hartung, J. (1993). The MacArthur Communicative Development Inventories. San Diego, CA: Singular Publishing.Google Scholar
Fillmore, L. W., & Snow, C. E. (2000). What teachers need to know about language. California Journal of Science Education, 3(2), 562.Google Scholar
Gillon, G., McNeill, B., Scott, A., Denston, A., Wilson, L., Carson, K., & Macfarlane, A. H. (2019). A better start to literacy learning: Findings from a teacher-implemented intervention in children’s first year at school. Reading and Writing, 32(8), 19892012.Google Scholar
Goldfeld, S., Snow, P., Eadie, P., Munro, J., Gold, L., Le, H. N. D., … Watts, A. (2017). Classroom Promotion of Oral Language (CPOL): Protocol for a cluster randomised controlled trial of a school-based intervention to improve children’s literacy outcomes at grade 3, oral language and mental health. BMJ Open, 7, e016574.Google Scholar
Goldfeld, S., Snow, P., Eadie, P., Munro, J., Gold, L., Orsini, F., Connell, J., Stark, H., Watts, A., & Shingles, B. (2020). Teacher Knowledge of Oral Language and Literacy Constructs: Results of a Randomized Controlled Trial Evaluating the Effectiveness of a Professional Learning Intervention. Scientific Studies of Reading, 1–30. https://doi.org/10.1080/10888438.2020.1714629Google Scholar
Goss, P., Sonnermann, J., Chisholm, C., & Nelson, L. (2016). Widening gaps: What NAPLAN tells us about student progress. Carlton: Grattan Institute.Google Scholar
Grosche, M., & Volpe, R. J. (2013). Response-to-intervention (RTI) as a model to facilitate inclusion for students with learning and behaviour problems. European Journal of Special Needs Education, 28(3), 254269.Google Scholar
Guss, S., Jones-Harden, B., Stein, A., Yazejian, N., & Forestieri, N. (2016). Associations of adversity to indicators of child well being in a high quality early education context. Dialog, 18(4), 123.Google Scholar
Hattie, J. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What Does the Research Tell Us ACER Research Conference, Melbourne, Australia. http://research.acer.edu.au/research_conference_2003/4/Google Scholar
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.Google Scholar
Heckman, J. J., & Masterov, D. V. (2007). The productivity argument for investing in young children. Applied Economic Perspectives and Policy, 29(3), 446493.Google Scholar
Johnson, C., Beitchman, J. H., & Brownlie, E. B. (2010). Twenty-year follow-up of children with and without speech-language impairments: Family, educational, occupational, and quality of life outcomes. American Journal of Speech Language Pathology, 19, 5165.Google Scholar
Jones, P., & Chen, H. (2012). Teachers’ knowledge about language: Issues of pedagogy and expertise. Australian Journal of Language and Literacy, 35(2), 147172.Google Scholar
Joseph, B. (2019). Overcoming the odds: A study of Australia’s top-performing disadvantaged schools. Sydney: Centre for Independent Studies.Google Scholar
Kennedy, E., & Shiel, G. (2010). Raising literacy levels with collaborative on-site professional development in an urban disadvantaged school. The Reading Teacher, 63(5), 372383.Google Scholar
King, G. A., Law, M., King, S., Hurley, P., Rosenbaum, P., Hanna, S., … Young, N. (2004). CAPE/PAC manual: Children’s assessment of participation and enjoyment and preferences for activities of children. San Antonio, TX: PsychCorp.Google Scholar
Levickis, P., Sciberras, E., McKean, C., Conway, L., Pezic, A., Mensah, F. K., … Reilly, S. (2017). Language and social-emotional and behavioural wellbeing from 4 to 7 years: A community-based study. European Child & Adolescent Psychiatry, 27(7), 849859.Google Scholar
Martin, S. L., Ramey, C. T., & Ramey, S. (1990). The prevention of intellectual impairment in children of impoverished families: Findings of a randomized trial of educational day care. American Journal of Public Health, 80, 844847.Google Scholar
Mashburn, A., Pianta, R., Barbarin, O. A., Bryant, D. M., Hamre, B., Downer, J., … Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language and social skills. Child Development, 79(3), 732749.Google Scholar
McCormack, J., Harrison, L. J., McLeod, S., & McAllister, L. (2011). A nationally representative study of the association between communication impairment at 4–5 years and children’s life activities at 7–9 years. Journal of Speech, Language, and Hearing Research, 54(5), 13281348.Google Scholar
McCutchen, D., Harry, D. R., Cox, S., Sidman, S., Covill, A. E., & Cunningham, A. E. (2002). Reading teachers’ knowledge of children’s literature and English phonology. Annals of Dyslexia, 52(1), 205228.Google Scholar
McKean, C., Reilly, S., Bavin, E. L., Bretherton, L., Cini, E., Conway, L., … Mensah, F. (2017a). Language outcomes at 7 years: Early predictors and co-occurring difficulties. Pediatrics, 139(3), e20161684.Google Scholar
McKean, C., Wraith, D., Eadie, P., Cook, F., Mensah, F., & Reilly, S. (2017b). Subgroups in language trajectories from 4 to 11 years: The nature and predictors of stable, improving and decreasing language trajectory groups. Journal of Child Psychology and Psychiatry, 58(10), 10811091.Google Scholar
Moats, L. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44(1), 81102.Google Scholar
Morrish, S. E. (2016). How do speech pathologists and teachers understand oral language and its role in student learning? Master’s dissertation, University of Melbourne.Google Scholar
Munro, J. (2011). Teaching oral language: Building a firm foundation using ICPALER in the early primary years. Camberwell: ACER Press.Google Scholar
Myhill, D. (2005). Ways of knowing: Writing with grammar in mind. English Teaching: Practice and Critique, 4(3), 7796.Google Scholar
NICHD. (2005). Pathways to reading: The role of oral language in the transition to reading. Developmental Psychology, 41(2), 428442.Google Scholar
Nicola, K. & Watter, P. (2015). Health-related quality of life from the perspective of children with severe specific language impairment. Health and Quality of Life Outcomes, 13, 127.Google Scholar
Page, J., & Eadie, P. (2019). Coaching for continuous improvement in collaborative interdisciplinary early childhood teams. Australasian Journal of Early Childhood, 44(3), 270284.Google Scholar
Paul, R., & Norbury, C. (2012). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating, 4th ed. St. Louis, MO: Elsevier Mosby.Google Scholar
Pianta, R. C., Hamre, B., Downer, J., Burchinal, M., Williford, A., LoCasale-Crouch, J., … Scott-Little, C. (2017). Early childhood professional development: Coaching and coursework effects on indicators of children’s school readiness. Early Education and Development, 28(8), 956975.Google Scholar
Piasta, S. B., Justice, L. M., Cabell, S. Q., Wiggins, A. K., Turnbull, K. P., & Curenton, S. M. (2012). Impact of professional development on preschool teachers’ conversational responsivity and children’s linguistic productivity and complexity. Early Childhood Research Quarterly, 27(3), 387400.Google Scholar
Piasta, S. B., Justice, L. M., O’Connell, A. A., Mauck, S. A., Weber-Mayrer, M., Schachter, R. E., … Spear, C. F. (2016). Effectiveness of large-scale, state-sponsored language and literacy professional development on early childhood educator outcomes. Journal of Research on Educational Effectiveness, 10(2), 354378.Google Scholar
Piasta, S. B., Park, S., Farley, K. S., Justice, L. M., & O’Connell, A. A. (2019). Early childhood educators’ knowledge about language and literacy: Associations with practice and children’s learning. Dyslexia, 26(2), 137152.Google Scholar
Reilly, S., Cook, F., Bavin, E. L., Bretherton, L., Cahir, P., Eadie, P., … Wake, M. (2018). Cohort profile: The Early Language in Victoria Study (ELVS). International Journal of Epidemiology, 47(1), 1120.Google Scholar
Reilly, S., Wake, M., Bavin, E. L., Prior, M., Williams, J., Bretherton, L., … Ukoumunne, O. C. (2007). Predicting language at 2 years of age: A prospective community study. Pediatrics, 120(6), e1441e1449.Google Scholar
Reilly, S., Wake, M., Ukoumunne, O. C., Bavin, E., Prior, M., Cini, E., … Bretherton, L. (2010). Predicting language outcomes at 4 years of age: Findings from Early Language in Victoria Study. Pediatrics, 126(6), e1530e1537.CrossRefGoogle ScholarPubMed
Rescorla, L. (2002). Language and reading outcomes to age 9 in late-talking toddlers. Journal of Speech Language & Hearing Research, 45, 360371.Google Scholar
Rescorla, L. (2005). Age 13 language and reading outcomes in late-talking toddlers. Journal of Speech, Language, and Hearing Research, 48(2), 459472.Google Scholar
Rescorla, L. (2009). Age 17 language and reading outcomes in late-talking toddlers: Support for a dimensional perspective on language delay. Journal of Speech, Language, and Hearing Research, 52, 1630.Google Scholar
Rescorla, L., & Dale, P. (Eds.) (2013). Late talkers: Language development, interventions, and outcomes. Baltimore, MD: Paul H. Brookes Publishing.Google Scholar
Rezzonico, S., Hipfner-Boucher, K., Milburn, T., Weitzman, E., Greenberg, J., Pelletier, J., & Girolametto, L. (2015). Improving preschool educators’ interactive shared book reading: Effects of coaching in professional development. American Journal of Speech & Language Pathology, 24(4), 717732.Google Scholar
Roy, P., & Chiat, S. (2013). Teasing apart disadvantage from disorder: The case of poor language. In Marshall, C. R. (Ed.), Current issues in developmental disorders (pp. 125150). New York, NY: Psychology Press.Google Scholar
Roy, P., Chiat, S., & Dodd, B. (2014). Language and socioeconomic disadvantage: From research to practice. London: City University London.Google Scholar
Semel, E., Wiig, E. H., & Secord, W. A. (2006). Clinical evaluation of language fundamentals, fourth ed., Australian standardised ed. Marrickville: Harcourt.Google Scholar
Siraj-Blatchford, I. (2010). Learning in the home and at school: How working class children ‘succeed against the odds’. British Educational Research Journal, 36(3), 463482.Google Scholar
Snow, P. C., Eadie, P. A., Connell, J., Dalheim, B., McCusker, H. J., & Munro, J. K. (2014). Oral language supports early literacy: A pilot cluster randomized trial in disadvantaged schools. International Journal of Speech & Language Pathology, 16(5), 495506.Google Scholar
Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2015). Language and reading instruction in early years’ classrooms: The knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 2854.Google Scholar
Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010). Early childhood matters: Evidence from the Effective Preschool and Primary Education Project. Abingdon: Routledge.Google Scholar
Sylvestre, A., Brisson, J., Lepage, C., Nadeau, L., & Deaudelin, I. (2016). Social participation of children age 8–12 with SLI. Disability and Rehabilitation, 38(12), 11461156.Google Scholar
Tayler, C., Cleveland, G., Ishimine, K., Cloney, D., & Thorpe, K. (2013). The quality of early childhood education and care services in Australia. Australasian Journal of Early Childhood, 38(2), 1321.Google Scholar
Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O’Brien, M. (1997). Prevalence of specific language impairment in kindergarten children. Journal of Speech, Language, and Hearing Research, 40(6), 12451260.Google Scholar
Torii, K., Fox, S., & Cloney, D. (2017). Quality is key in early childhood education in Australia. Melbourne: Mitchell Institute for Health and Education Policy.Google Scholar
Vandell, D. L., Burchinal, M., & Pierce, K. M. (2016). Early child care and adolescent functioning at the end of high school: Results from the NICHD Study of Early Child Care and Youth Development. Developmental Psychology, 52(10), 16341645.Google Scholar
Washburn, E. K., Binks-Cantrell, E. S., Joshi, R. M., Martin-Chang, S., & Arrow, A. (2015). Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA. Annals of Dyslexia, 66(1), 726.Google Scholar
Wiig, E. H., Secord, W. A., & Semel, E. (2006). Clinical evaluation of language fundamentals – preschool: Australian standardised ed., 2nd ed. Sydney: Harcourt.Google Scholar
World Health Organisation. (2007). International Classification of Functioning, Disability and Health-Children & Youth version (ICF-CY). Geneva: World Health Organization.Google Scholar
Yazejian, N., Bryant, D., Freel, K., & Burchinal, M. (2015). High-quality early education: Age of entry and time in care differences in student outcomes for English-only and dual language learners. Early Childhood Research Quarterly, 32, 2339.Google Scholar
Zambrana, I. M., Pons, F., Eadie, P., & Ystrom, E. (2013). Trajectories of language delay from age 3 to 5: Persistence, recovery and late onset. International Journal of Language & Communication Disorders, 49(3), 304316.Google Scholar
Zubrick, S. R., Taylor, C. L., Rice, M. L. & Slegers, D. W. (2007). Late language emergence at 24 months: An epidemiological study of prevalence, predictors and covariates. Journal of Speech, Language, and Hearing Research, 50, 15621592.Google Scholar

References

Australian Institute of Health and Welfare. (2018). Australia’s health 2018. Australia’s health series no. 16. AUS 221. Canberra: AIHW.Google Scholar
Barzi, F., & Woodward, M. (2004). Imputations of missing values in practice: Results from imputations of serum cholesterol in 28 cohort studies. American Journal of Epidemiology, 160, 3445.Google Scholar
Beitchman, J. H., Wilson, B., Johnson, C. J., Atkinson, L., Young, A., Adlaf, E., … Douglas, L. (2001). Fourteen-year follow-up of speech/language-impaired and control children: Psychiatric outcome. Journal of the American Academy of Child & Adolescent Psychiatry, 40, 7582.Google Scholar
Bishop, D. V. M., Snowling, M. J., Thompson, P. A., Greenhalgh, H., & CATALISE Consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry, 58, 10681080.Google Scholar
Boyle, J. M., McCartney, E., O’Hare, A., & Forbes, J. (2009). Direct versus indirect and individual versus group modes of language therapy for children with primary language impairment: Principal outcomes from a randomized controlled trial and economic evaluation. International Journal of Language & Communication Disorders, 44, 826846.Google Scholar
Conti‐Ramsden, G., & Botting, N. (2008). Emotional health in adolescents with and without a history of specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 49, 516525.Google Scholar
Cronin, P., Reeve, R., Mccabe, P., Viney, R., & Goodall, S. (2017). The impact of childhood language difficulties on healthcare costs from 4 to 13 years: Australian longitudinal study. International Journal of Speech-Language Pathology, 19, 381391.Google Scholar
Deb, P., Manning, W., & Norton, E. (2018). Modeling health care expenditure and use. Annual Review of Public Health, 39, 489505.Google Scholar
Department of Education and Training, Victoria State Government. (2019). Human resources. Education support class salaries in Victorian Government schools. www.education.vic.gov.au/hrweb/Documents/Salary-EducationSupportClass.pdfGoogle Scholar
Drummond, M. F., Sculpher, M. J., Claxton, K., Stoddart, G. L., & Torrance, G. W. (2015). Methods for the economic evaluation of health care programs. Oxford: Oxford University Press.Google Scholar
Feeney, R., Desha, L., Ziviani, J., & Nicholson, J. M. (2012). Health-related quality-of-life of children with speech and language difficulties: A review of the literature. International Journal of Speech-Language Pathology, 14, 5972.Google Scholar
Gibbard, D., Coglan, L., & MacDonald, J. (2004). Cost-effectiveness analysis of current practice and parent intervention for children under 3 years presenting with expressive language delay. International Journal of Language and Communication Disorders, 39, 229244.Google Scholar
Howard, S. (2008). Chapter 15: Mixed models. In Experimental design and analysis, 2nd ed. Carnegie Mellon University. www.stat.cmu.edu/~hseltman/309/Book/Book.pdfGoogle Scholar
Keilmann, A., Braun, L., & Napiontek, U. (2004). Emotional satisfaction of parents and speech-language therapists with outcome of training intervention in children with speech and language disorders. Folia Phoniatrica et Logopaedica, 56, 5161.Google Scholar
Kjellsson, G., Clarke, P., & Gerdtham, U.-G. (2014). Forgetting to remember or remembering to forget: A study of the recall period length in health care survey questions. Journal of Health Economics, 35, 3446.Google Scholar
Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (1997). Screening for speech and language delay: A systematic review of the literature. Health Technology Assessment, 2(9), 1184.Google Scholar
Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (2000). Prevalence and natural history of primary speech and language delay: Findings from a systematic review of the literature. International Journal of Language & Communication Disorders, 35, 165188.Google Scholar
Law, J., Dockerill, J. E., Castelnuovo, E., Williams, K., Seeff, B., & Normand, C. (2006). Early Years Centres for pre-school children with primary language difficulties: What do they cost, and are they cost-effective? International Journal of Language and Communication Disorders, 41, 6781.Google Scholar
Law, J., Levickis, P., McKean, C., Goldfeld, S., Snow, P., & Reilly, S. (2017). Child language in a public health context. Melbourne: Murdoch Children’s Research Institute.Google Scholar
Law, J., Rush, R., Schoon, I., & Parsons, S. (2009). Modeling developmental language difficulties from school entry into adulthood: Literacy, mental health, and employment outcomes. Journal of Speech, Language, and Hearing Research, 52, 14011416.Google Scholar
Le, H. N., Gold, L., Mensah, F., Eadie, P., Bavin, E. L., Bretherton, L., & Reilly, S. (2017). Service utilisation and costs of language impairment in children: The early language in Victoria Australian population-based study. International Journal of Speech-Language Pathology, 19, 360369.Google Scholar
Le, D. N. H., Le, K. D. L., Nguyen, P., Mudiyanselage, S., Eadie, P., Mensah, F., Gold, L. (2019). Health-quality of life, service utilisation and costs of LL: A systematic review. International Journal of Language & Communication Disorders, online 25 September 2019.Google Scholar
Lumley, T., Diehr, P., Emerson, S., & Chen, L. (2002). The importance of the normality assumption in large public health data sets. Annual Review of Public Health, 23, 151169.Google Scholar
Mazer, B., Dion, K., & Moryoussef, A. (2017). Utilisation and satisfaction with rehabilitation services in children with primary language impairment transitioning to school: Parents’ perspective. International Journal of Disability Development and Education, 64, 4556.Google Scholar
McAllister, L., McCormack, J., McLeod, S., & Harrison, L. J. (2011). Expectations and experiences of accessing and participating in services for childhood speech impairment. International Journal of Speech-Language Pathology, 13, 251267.Google Scholar
McCormack, J. M., & Verdon, S. E. (2015). Mapping speech pathology services to developmentally vulnerable and at-risk communities using the Australian Early Development Census. International Journal of Speech-Language Pathology, 17, 273286.Google Scholar
McKean, C., Reilly, S., Bavin, E. L., Bretherton, L., Cini, E., Conway, L., … Mensah, M. (2017). Language outcomes at 7 years: Early predictors and co-occurring difficulties. Pediatrics, 139, e20161684.Google Scholar
McLeod, S., & Harrison, L. J. (2009). Epidemiology of speech and language impairment in a nationally representative sample of 4- to 5-year-old children. Journal of Speech, Language, and Hearing Research, 52, 12131229.Google Scholar
Nasuuna, E., Santoro, G., Kremer, P., & de Silva, A. M. (2016). Examining the relationship between childhood health conditions and health service utilisation at school entry and subsequent academic performance in a large cohort of Australian children. Journal of Paediatrics and Child Health, 52, 750758.Google Scholar
O’Callaghan, A. M., McAllister, L., & Wilson, L. (2005). Barriers to accessing rural paediatric speech pathology services: Health care consumers’ perspectives. Australian Journal of Rural Health, 13, 162171.Google Scholar
Reilly, S., Cook, F., Bavin, E. L., Bretherton, L., Cahir, P., Eadie, P., … Wake, M. (2017). Cohort profile: The Early Language in Victoria Study (ELVS). International Journal of Epidemiology, 47, 1120.Google Scholar
Reilly, S., Eadie, P., Bavin, E. L., Wake, M., Prior, M., Williams, J., … Ukoumunne, O. C. (2006). Growth of infant communication between 8 and 12 months: A population study. Journal of Paediatrics and Child Health, 42, 764770.Google Scholar
Reilly, S., McKean, C., & Levickis, P. (2014). Late talking: Can it predict later language difficulties? Research Snapshot, 2, 1–2.Google Scholar
Reilly, S., Wake, M., Ukoumunne, O. C., Bavin, E., Prior, M., Cini, E., … Bretherton, L. (2010). Predicting language outcomes at 4 years of age: Findings from Early Language in Victoria Study. Pediatrics, 126, e1530e1537.Google Scholar
Reserve Bank of Australia. (2018). Historical daily exchange rates of the Australian dollars 2010–2018. www.rba.gov.au/statistics/historical-data.html#exchange-ratesGoogle Scholar
Ridyard, C. H., & Hughes, D. A. (2010). Methods for the collection of resource use data within clinical trials: A systematic review of studies funded by the UK Health Technology Assessment program. Value in Health, 13, 867872.Google Scholar
Ruben, R. J. (2000). Redefining the survival of the fittest: Communication disorders in the 21st century. The Laryngoscope, 110, 241241.Google Scholar
Ruggero, L., Mccabe, P., Ballard, K. J., & Munro, N. (2012). Paediatric speech-language pathology service delivery: An exploratory survey of Australian parents. International Journal of Speech-Language Pathology, 14, 338350.Google Scholar
Schoon, I., Parsons, S., Rush, R., & Law, J. (2010). Children’s language ability and psychosocial development: A 29-year follow-up study. Pediatrics, 126, e73e80.Google Scholar
Sciberras, E., Westrupp, E. M., Wake, M., Nicholson, J. M., Lucas, N., Mensah, F., … Reilly, S. (2015). Healthcare costs associated with language difficulties up to 9 years of age: Australian population-based study. International Journal of Speech-Language Pathology, 17, 4152.Google Scholar
Semel, E., Wiig, E., & Secord, W. (2006). Clinical evaluation of language fundamentals, 4th ed., Australian standardised ed. (CELF-4 Australian). Sydney: Pearson.Google Scholar
Skeat, J., Gold, L., Wake, M., Ukoumunne, O. C., & Reilly, S. (2011). The costs of preschool communication problems. The Medical Journal of Australia, 195, 322323.Google Scholar
Skeat, J., Wake, M., Ukoumunne, O., Eadie, P., Bretherton, L., & Reilly, S. (2014). Who gets help for pre‐school communication problems? Data from a prospective community study. Child: Care, Health and Development, 40, 215222.Google Scholar
StataCorp. (2015). Stata statistical software: Release 15. College Station, TX: StataCorp.Google Scholar
Twisk, J., De Boer, M., De Vente, W., & Heymans, M. (2013). Multiple imputation of missing values was not necessary before performing a longitudinal mixed-model analysis. Journal of Clinical Epidemiology, 66, 10221028.Google Scholar
Wake, M., Levickis, P., Tobin, S., Gold, L., Ukoumunne, O. C., Goldfeld, S., … Reilly, S. (2015). Two-year outcomes of a population-based intervention for preschool language delay: An RCT. Pediatrics, 136, 838847.Google Scholar
Wiig, E. H., Secord, W. A., & Semel, E. (2006). Clinical evaluation of language fundamentals – Preschool (Australian version). London: PsychCorp.Google Scholar
World Health Organization. 2009. WHO guide to identifying the economic consequences of disease and injury. www.who.int/choice/publications/d_economic_impact_guide.pdf?ua=1Google Scholar

References

* Indicates papers that were included in the review.

*Albarran, A. S., & Reich, S. M. (2014). Using baby books to increase new mothers’ self‐efficacy and improve toddler language development. Infant and Child Development, 23(4), 374387.Google Scholar
Baxendale, J., & Hesketh, A. (2003). Comparison of the effectiveness of the Hanen Parent Programme and traditional clinic therapy. International Journal of Language & Communication Disorders, 38(4), 397415.Google Scholar
Brady, N., Warren, S. F., & Sterling, A. (2009). Interventions aimed at improving child language by improving maternal responsivity. International Review of Research in Mental Retardation, 37, 333357.Google Scholar
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., … MacMillan, H. (2017). Nurturing care: Promoting early childhood development. The Lancet, 389(10064), 91102.Google Scholar
*Buschmann, A., Jooss, B., Rupp, A., Feldhusen, F., Pietz, J., & Philippi, H. (2009). Parent-based language intervention for two-year-old children with specific expressive language delay: a randomised controlled trial. Archives of Disease in Childhood, 94(2), 110116.Google Scholar
*Christakis, D. A., Zimmerman, F. J., & Garrison, M. M. (2007). Effect of block play on language acquisition and attention in toddlers: A pilot randomized controlled trial. Archives of Pediatrics & Adolescent Medicine, 161(10), 967971.Google Scholar
*Cronan, T. A., Cruz, S. G., Arriaga, R. I., & Sarkin, A. J. (1996). The effects of a community-based literacy program on young children’s language and conceptual development. American Journal of Community Psychology, 24(2), 251272.Google Scholar
Deeks, J. J., Dinnes, J., D’amico, R., Sowden, A. J., Sakarovitch, C., Song, F., … Altman, D. G. (2003). Evaluating non-randomised intervention studies. Health Technology Assessment, 7, 1173.Google Scholar
Eadie, P., Stark, H., & Niklas, F. (2019). Quality of interactions by early childhood educators following a language-specific professional learning program. Early Childhood Education Journal, 47(3), 251263.Google Scholar
Effective Public Health Practice Project. (1998). Quality assessment tool for quantitative studies. Hamilton, ON: Effective Public Health Practice Project.Google Scholar
Gascoigne, M. (2006). Supporting children with speech, language and communication needs within integrated children’s services. RCSLT Position Paper. London: RCSLT.Google Scholar
*Girolametto, L., Pearce, P. S., & Weitzman, E. (1996). Interactive focused stimulation for toddlers with expressive vocabulary delays. Journal of Speech, Language, and Hearing Research, 39(6), 12741283.Google Scholar
*Girolametto, L., Pearce, P. S., & Weitzman, E. (1997). Effects of lexical intervention on the phonology of late talkers. Journal of Speech, Language, and Hearing Research, 40(2), 338348.Google Scholar
*Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children’s language. American Journal of Speech-Language Pathology, 12(3), 299311.Google Scholar
*Glogowska, M., Campbell, R., Peters, T. J., Roulstone, S., & Enderby, P. (2002). A multimethod approach to the evaluation of community preschool speech and language therapy provision. Child: Care, Health and Development, 28(6), 513521.Google Scholar
*Glogowska, M., Roulstone, S., Enderby, P., & Peters, T. J. (2000). Randomised controlled trial of community based speech and language therapy in preschool children. British Medical Journal, 321(7266), 923926.Google Scholar
*Goldfeld, S., Napiza, N., Quach, J., Reilly, S., Ukoumunne, O. C., & Wake, M. (2011). Outcomes of a universal infant-toddler shared reading intervention by 2 years of age: The Let’s Read trial. Pediatrics, 127(3), 445453.Google Scholar
*Goldfeld, S., Quach, J., Nicholls, R., Reilly, S., Ukoumunne, O. C., & Wake, M. (2012). Four-year-old outcomes of a universal infant-toddler shared reading intervention: The Let’s Read trial. Archives of Pediatrics & Adolescent Medicine, 166(11), 10451052.Google Scholar
*Golova, N., Alario, A. J., Vivier, P. M., Rodriguez, M., & High, P. C. (1999). Literacy promotion for Hispanic families in a primary care setting: A randomized, controlled trial. Pediatrics, 103(5), 993997.Google Scholar
Greenhalgh, T., Thorne, S., & Malterud, K. (2018). Time to challenge the spurious hierarchy of systematic over narrative reviews? European Journal of Clinical Investigation, 48(6), e12931. doi:10.1111/eci.12931Google Scholar
Greenwood, C. R., Schnitz, A. G., Carta, J. J., Wallisch, A., & Irvin, D. W. (2020). A systematic review of language intervention research with low-income families: A word gap prevention perspective. Early Childhood Research Quarterly, 50, 230245.Google Scholar
Heckman, J. J. (2006). Skill formation and the economics of investing in disadvantaged children. Science, 312, 19001902.Google Scholar
Heidlage, J. K., Cunningham, J. E., Kaiser, A. P., Trivette, C. M., Barton, E. E., Frey, J. R., & Roberts, M. Y. (2020). The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis. Early Childhood Research Quarterly, 50, 623.Google Scholar
*High, P. C., LaGasse, L., Becker, S., Ahlgren, I., & Gardner, A. (2000). Literacy promotion in primary care pediatrics: Can we make a difference? Pediatrics, 105(3), 927934.Google Scholar
Jackson, N., & Waters, E. (2005). Criteria for the systematic review of health promotion and public health interventions. Health Promotion International, 20(4), 367374.Google Scholar
Keown, L. J., Woodward, L. J., & Field, J. (2001). Language development of pre-school children born to teenage mothers. Infant and Child Development, 10(3), 129145.Google Scholar
*Landry, S. H., Smith, K. E., Swank, P. R., & Guttentag, C. (2008). A responsive parenting intervention: The optimal timing across early childhood for impacting maternal behaviors and child outcomes. Developmental Psychology, 44(5), 13351353.Google Scholar
*Landry, S. H., Zucker, T. A., Taylor, H. B., Swank, P. R., Williams, J.M., Assel, M., … Phillips, B. M. (2014). Enhancing early child care quality and learning for toddlers at risk: The responsive early childhood program. Developmental Psychology, 50(2), 526541.Google Scholar
Law, J., Reilly, S., & Snow, P. C. (2013). Child speech, language and communication need re‐examined in a public health context: A new direction for the speech and language therapy profession. International Journal of Language & Communication Disorders, 48(5), 486496.Google Scholar
Levickis, P., McKean, C., Walls, E., & Law, J. (2019). Training community health nurses to measure parent–child interaction: A mixed-methods study. The European Journal of Public Health, 30(3), 445450.Google Scholar
Lindsay, G., Strand, S., Cullen, M. A., Cullen, S., Band, S., Davis, H., … Evans, R. (2011). Parenting early intervention program evaluation. Research Report DFE-RR121(a). London: Department for Education.Google Scholar
*Love, J. M., Kisker, E. E., Ross, C., Raikes, H., Constantine, J., Boller, K., … Fuligni, A. S. (2005). The effectiveness of early head start for 3-year-old children and their parents: Lessons for policy and programs. Developmental Psychology, 41(6), 885901.Google Scholar
*Lowell, D. I., Carter, A. S., Godoy, L., Paulicin, B., & Briggs‐Gowan, M. J. (2011). A randomized controlled trial of Child FIRST: A comprehensive home‐based intervention translating research into early childhood practice. Child Development, 82(1), 193208.Google Scholar
*McGillion, M., Pine, J. M., Herbert, J. S., & Matthews, D. (2017). A randomised controlled trial to test the effect of promoting caregiver contingent talk on language development in infants from diverse socioeconomic status backgrounds. Journal of Child Psychology and Psychiatry, 58(10), 11221131.Google Scholar
McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemia medica, 22(3), 276282.Google Scholar
McKean, C., Mensah, F. K., Eadie, P., Bavin, E. L., Bretherton, L., Cini, E., & Reilly, S. (2015). Levers for language growth: Characteristics and predictors of language trajectories between 4 and 7 years, PLoS ONE, 10(8), e0134251.Google Scholar
*Mendelsohn, A. L., Dreyer, B. P., Flynn, V., Tomopoulos, S., Rovira, I., Tineo, W., … Nixon, A. F. (2005). Use of videotaped interactions during pediatric well-child care to promote child development: A randomized, controlled trial. Journal of Developmental and Behavioral Pediatrics, 26(1), 3441.Google Scholar
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLOS Medicine, 6(7), e1000097.Google Scholar
Ofsted. (2016). The Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2015/16. www.gov.uk/government/publications/ofsted-annual-report-201516-education-early-years-and-skills.Google Scholar
*Olds, D. L., Robinson, J., O’Brien, R., Luckey, D. W., Pettitt, L.M., Henderson, C.R., … Talmi, A. (2002). Home visiting by paraprofessionals and by nurses: A randomized, controlled trial. Pediatrics, 110(3), 486496.Google Scholar
*Olds, D. L., Robinson, J., Pettitt, L., Luckey, D. W., Holmberg, J., Ng, R. K., … Henderson, C. R. (2004). Effects of home visits by paraprofessionals and by nurses: Age 4 follow-up results of a randomized trial. Pediatrics, 114(6), 15601568.Google Scholar
*Richert, R. A., Robb, M. B., Fender, J. G., & Wartella, E. (2010). Word learning from baby videos. Archives of Pediatrics & Adolescent Medicine, 164(5), 432437.Google Scholar
*Roberts, M. Y., & Kaiser, A. P. (2012). Assessing the effects of a parent-implemented language intervention for children with language impairments using empirical benchmarks: A pilot study. Journal of Speech, Language, and Hearing Research, 55(6), 16551670.Google Scholar
*Roberts, M. Y., & Kaiser, A. P. (2015). Early intervention for toddlers with language delays: A randomized controlled trial. Pediatrics, 135(4), 686693.Google Scholar
Roberts, M. Y., Curtis, P. R., Sone, B. J., & Hampton, L. H. (2019). Association of parent training with child language development: A systematic review and meta-analysis. JAMA Paediatrics, 173(7), 671680.Google Scholar
*Robertson, S. B., & Weismer, S. E. (1999). Effects of treatment on linguistic and social skills in toddlers with delayed language development. Journal of Speech, Language, and Hearing Research, 42(5), 12341248.Google Scholar
Rowe, M. L., & Zuckerman, B. (2016). Word gap redux: Developmental sequence and quality. JAMA Pediatrics, 170(9), 827828.Google Scholar
Sackett, D. L., Straus, S. E., Richardson, W. S., Rosenberg, W., & Haynes, R. B. (2000). Evidence-based medicine: How to practice and teach EBM. Edinburgh: Churchill Livingstone.Google Scholar
Schweinhart, L. J., Barnes, H. V., & Weikart, D. P. (1993). Significant benefits: The High/Scope Perry Preschool Study through age 27. Monographs of the High/Scope Educational Research Foundation, No. 10. Ypsilanti, MI: High/Scope Press.Google Scholar
Skeat, J., Eadie, P., Ukoumunne, O., & Reilly, S. (2010). Predictors of parents seeking help or advice about children’s communication development in the early years. Child: Care, Health and Development, 36(6), 878887.Google Scholar
*Suskind, D. L., Leffel, K. R., Graf, E., Hernandez, M. W., Gunderson, E.A., Sapolich, S.G., … Levine, S. C. (2016). A parent-directed language intervention for children of low socioeconomic status: A randomized controlled pilot study. Journal of Child Language, 43(2), 366406.Google Scholar
Tickell, C. (2011). The Early Years: foundations for life, health and learning. www.education.gov.uk/tickellreviewGoogle Scholar
*Van Agt, H. M., Van Der Stege, H. A., de Ridder-Sluiter, H., Verhoeven, L. T., & De Koning, H. J. (2007). A cluster-randomized trial of screening for language delay in toddlers: Effects on school performance and language development at age 8. Pediatrics, 120(6), 13171325.Google Scholar
*Wake, M., Tobin, S., Girolametto, L., Ukoumunne, O.C., Gold, L., Levickis, P., … Reilly, S. (2011). Outcomes of population based language promotion for slow to talk toddlers at ages 2 and 3 years: Let’s Learn Language cluster randomised controlled trial. British Medical Journal, 343, d4741.Google Scholar
Walker, D., Sepulveda, S. J., Hoff, E., Rowe, M. L., Schwartz, I. S., Dale, P. S., … Wasik, B. H. (2019). Language intervention research in early childhood care and education: A systematic survey of the literature. Early Childhood Research Quarterly, 50, 6885.Google Scholar

References

Adams, C., Lockton, E., Freed, J., Gaile, J., Earl, G., McBean, K., … Law, J. (2012). The Social Communication Intervention Project: A randomized controlled trial of the effectiveness of speech and language therapy for school‐age children who have pragmatic and social communication problems with or without autism spectrum disorder. International Journal of Language & Communication Disorders, 47(3), 233244.Google Scholar
Aram, D. M., & Nation, J. E. (1980). Preschool language disorders and subsequent language and academic difficulties. Journal of Communication Disorders, 13(2), 159170.Google Scholar
Asmussen, K., Feinstein, L., Martin, J., & Chowdry, H. (2016). Foundations for life: What works to support parent child interaction in the early years. London: Early Intervention Foundation.Google Scholar
Bishop, D. V. M. (1997). Cognitive neuropsychology and developmental disorders: Uncomfortable bedfellows. The Quarterly Journal of Experimental Psychology, Section A, 50(4), 899923.Google Scholar
Bishop, D. V. M. (2006). What causes specific language impairment in children? Current Directions in Psychological Science, 15(5), 217221.Google Scholar
Bishop, D. V. M. (2014). Pragmatic language impairment: A correlate of SLI, a distinct subgroup, or part of the autistic continuum? In Bishop, D. V. M. & Leonard, L. (Eds.), Speech and language impairments in children (pp. 113128). Hove: Psychology Press.Google Scholar
Bishop, D. V. M., & McArthur, G. M. (2005). Individual differences in auditory processing in specific language impairment: A follow-up study using event-related potentials and behavioral thresholds. Cortex, 41(3), 327341.Google Scholar
Boyle, J., Gillham, B., & Smith, N. (1996). Screening for early language delay in the 18-36 month age-range: The predictive validity of tests of production, and implications for practice. Child Language Teaching and Therapy, 12(2), 113127.Google Scholar
Bradbury, B., Corak, M., Washbrook, E., & Waldfogel, J. (2015). Too many children left behind: The US achievement gap in comparative perspective. New York, NY: Russell Sage Foundation.Google Scholar
Bookstart. (2017). Current Bookstart international affiliates. www.bookstart.org.uk/about/international/current-affiliates/Google Scholar
Bus, A. G., van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: Meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 121.Google Scholar
Childers, J. B., & Tomasello, M. (2002). Two-year-olds learn novel nouns, verbs, and conventional actions from massed or distributed exposures. Developmental Psychology, 38(6), 967978.Google Scholar
Close, R. (2001). Parental involvement and literacy achievement. The research evidence and the way forward. London: National Literacy Trust. www.literacytrust.org.uk/assets/0000/0423/Parental_involvement_2001Google Scholar
Coe, R., Kime, S. Neville, C., & Coleman, R. (2013). The DIY evaluation guide London: Education Endowment Foundation.Google Scholar
Cohen, J. (1969). Statistical power for the behavioural sciences. London: Academic Press.Google Scholar
Craig, P., Dieppe, P., Macintyre, S., Michie, S., Nazareth, I., & Petticrew, M. (2008). Developing and evaluating complex interventions: The new Medical Research Council guidance. British Medical Journal, 337(7676), 979983.Google Scholar
De Graaf, N. D., De Graaf, P. M., & Kraaykamp, G. (2000). Parental cultural capital and educational attainment in the Netherlands: A refinement of the cultural capital perspective Sociology of Education, 73, 92111. doi:10.2307/2673239Google Scholar
Dickinson, D. K., Griffith, J. A., Golinkoff, R. M., & Hirsh-Pasek, K. (2012). How reading books fosters language development around the world. Child Development Research, 2012, 602807. doi:10.1155/2012/602807Google Scholar
Dowdall, N., Murray, L., Hartford, L., Melendez-Torres, G. J., Gardner, F., & Cooper, P. J. (2019). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2), 117.Google Scholar
Gascoigne, M. (2006). Supporting children with speech, language and communication needs within integrated children’s services. RCSLT Position Paper. London: RCSLT.Google Scholar
Glass, G. V., McGraw, B., & Smith, M. L. (1981). Meta-analysis in social research. London: SAGE.Google Scholar
Goldfield, S., Napiza, N., Quach, J., Reilly, S., Ukoumunne, O. C., & Wake, M. (2011). Outcomes of a universal infant-toddler shared reading intervention by 2 years of age: The Let’s Read Trial. Pediatrics, 27, 444455.Google Scholar
Gorard, S., & Huat See, B. (2013). Do parental involvement interventions increase attainment. A review of the evidence. Nuffield Foundation. www.nuffieldfoundation.org/sites/default/files/files/Do_parental_involvement_interventions_increase_attainment1.pdfGoogle Scholar
Harbord, R. M., & Higgins, J. P. T.. (2008). Meta-regression in Stata. Stata Journal, 8(4), 493519.Google Scholar
Higgins, J. P. T., & Green, S. (Eds). (2011). Cochrane handbook for systematic reviews of interventions, version 5.1.0. London: The Cochrane Collaboration. http://handbook.cochrane.orgGoogle Scholar
Higgins, J. P. T., & Thompson, S. G. (2001). Presenting random effects meta-analyses: Where are we going wrong? Paper presented at 9th International Cochrane Colloquium, Lyon, 9–13 October.Google Scholar
Hill, E. L. (2001). Non‐specific nature of specific language impairment: A review of the literature with regard to concomitant motor impairments. International Journal of Language & Communication Disorders, 36(2), 149171.Google Scholar
Hirsh-Pasek, K., Adamson, L. B., Bakeman, R., Owen, M. T., Golinkoff, R. M., Pace, A., … Suma, K. (2015). The contribution of early communication quality to low-income children’s language success Psychological Science, 26, 10711083. doi:10.1177/0956797615581493Google Scholar
Jerrim, J. (2013). The reading gap: The socio-economic gap in children’s reading skills: A cross national comparison using PISA 2009. London: Sutton Trust.Google Scholar
Kovas, Y., Hayiou‐Thomas, M. E., Oliver, B., Dale, P. S., Bishop, D. V., & Plomin, R. (2005). Genetic influences in different aspects of language development: The etiology of language skills in 4.5‐year‐old twins. Child Development, 76(3), 632651.Google Scholar
Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (1998). Screening for primary speech and language delay: A systematic review of the literature. International Journal of Language & Communication Disorders, 33(S1), 2123.Google Scholar
Law, J., Charlton, J., & Asmussen, K. (2017). Child language as a wellbeing indicator. London: Early Intervention Foundation. www.literacytrust.org.uk/assets/0000/0423/Parental_involvement_2001Google Scholar
Law, J., Charlton, J., Dockrell, J., Gascoigne, M., McKean, C. & Theakston, A. (2017). Early language development: Needs, provision and intervention for preschool children from socio-economically disadvantage backgrounds. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Law_et_al_Early_Language_Development_final.pdfGoogle Scholar
Law, J., Charlton, J., McKean, C., Beyer, F. Fernandez-Garcia, C., Mashayekhi, A., & Rush, R. (2018). Parent–child reading to improve language development and school readiness: A systematic review and meta-analysis FINAL REPORT to the Nuffield Foundation. https://eprint.ncl.ac.uk/file_store/production/246226/B804D16A-F0A4–43C0–920F-4A274A131AAF.pdfGoogle Scholar
Law, J., Clegg, J., Rush, R., Roulstone, S., Clegg, J., & Peters, T. (2019). The association of distal and proximal elements of social disadvantage with children’s language development at 2 years: An analysis of data from the Children in Focus (CiF) sample from the ALSPAC birth cohort. International Journal of Language and Communication Disorders, 54(3), 362376.Google Scholar
Law, J., Dennis, J. A., & Charlton, J. V. (2017). Speech and language therapy interventions for children with primary speech and/or language disorders. The Cochrane Database of Systematic Reviews, 2017(1), CD012490.Google Scholar
Law, J., Garrett, Z., & Nye, C. (2003). Speech and language therapy interventions for children with primary speech and language delay or disorder. Cochrane Database of Systematic Reviews, 2003(3), CD004110.Google Scholar
Law, J., King, T., & Rush, R. (2014). Newcastle University evidence paper for the Read On, Get On coalition: An analysis of early years and primary school age language and literacy data from the Millennium Cohort Study. London: Save the Children.Google Scholar
Law, J., Rush, R., King, T., Westrupp, L., & Reilly, S. (2017). The association between early home activities and oral language skills in middle childhood: A quantile analysis. Child Development, 89(1), 295309. http://onlinelibrary.wiley.com/doi/10.1111/cdev.12727/epdGoogle Scholar
Law, J., Rush, R., Parsons, S., & Schoon, I. (2009). Modelling developmental language difficulties from school entry into adulthood: Literacy, mental health and employment outcomes. Journal of Speech, Language and Hearing Research, 52, 14011416.Google Scholar
Leonard, L. B. (2014). Children with specific language impairment, 2nd ed. Cambridge, MA: MIT Press.Google Scholar
Mangen, A., Walgermo, B. R., & Bronnick, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension, International Journal of Educational Research, 58, 6168.Google Scholar
Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300335.Google Scholar
McKean, C., Mensah, F., Eadie, P., Bavin, E., Bretherton, L., Cini, E., & Reilly, S. (2015). Levers for language growth: Characteristics and predictors of language trajectories between 4 and 7 years. PLoS ONE, 10(8), e0134251.Google Scholar
McKean, C., Wraith, D., Eadie, P., Cook, F., Mensah, F., & Reilly, S. (2017). Subgroups in language trajectories from 4 to 11 years: The nature and predictors of stable, improving and decreasing language trajectory groups. Journal of Child Psychology and Psychiatry, 58(10), 10811091.Google Scholar
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267296.Google Scholar
Mol, S, E., Bus, A, G., & de Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 9791007.Google Scholar
Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent–child book readings: A meta-analysis, Early Education and Development, 19(1), 726.Google Scholar
NELP (National Early Literacy Panel). (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy. http://lincs.ed.gov/publications/pdf/NELPReport09.pdfGoogle Scholar
Petticrew, M, & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. Malden, MA: Blackwell.Google Scholar
Plante, E. (1998). Introduction to feedback and executive control in human communication. Journal of Communication Disorders, 31(6), 459460.Google Scholar
Puglisi, M. L., Hulme, C., Hamilton, L. G., & Snowling, M. J. (2017). The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development. Scientific Studies of Reading, 21(6), 498514. doi:10.1080/10888438.2017.1346660Google Scholar
Ramey, C. T., & Ramey, S. L. (2004). Early learning and school readiness: Can early intervention make a difference? Merrill-Palmer Quarterly, 50, 471491. doi:10.1353/mpq.2004.0034Google Scholar
Reach Out and Read. (2014). www.reachoutandread.org/Google Scholar
Reilly, S., Bishop, D. V. M., & Tomblin, B. (2014). Terminological debate over language impairment in children: Forward movement and sticking points. International Journal of Language and Communication Disorders, 49(4), 452462.Google Scholar
Riches, N. G. (2013). Treating the passive in children with specific language impairment: A usage-based approach. Child Language Teaching and Therapy, 29(2), 155169.Google Scholar
Save the Children. (2015). Ready to read: Closing the gap in early language skills so that every child in England can read well. London: Save the Children.Google Scholar
Shonkoff, J., & Phillips, D. (Eds.) (2000). From neurons to neighborhoods: The science of early child development. Washington, DC: National Academies Press.Google Scholar
SLI Consortium. (2004). Highly significant linkage to the SLI1 locus in an expanded sample of individuals affected by specific language impairment. The American Journal of Human Genetics, 74(6), 12251238.Google Scholar
Sloat, E. A., Letourneau, N. L., Joschko, J. R., Schryer, E. A., & Colpitts, J. E. (2015). Parent-mediated reading interventions with children up to four years old: A systematic review. Issues in Comprehensive Pediatric Nursing, 38(1), 3956.Google Scholar
Social Mobility and Child Poverty Commission. (2015). State of the nation 2015: Social mobility and child poverty in Great Britain. London: The Stationery Office.Google Scholar
Stark, R. E., & Tallal, P. (1981). Selection of children with specific language deficits. Journal of Speech and Hearing Disorders, 46(2), 114122.Google Scholar
Taylor, C. L., Zubrick, S. R., & Christensen, D. (2016). Barriers to parent–child book reading in early childhood. International Journal of Early Childhood, 48, 295309. doi:10.1007/s13158–016-0172-2Google Scholar
Tomblin, J. B. (1997). Epidemiology of specific language impairment. In Gopnik, M. (Ed.), The inheritance and innateness of grammars (pp. 91110). New York, NY: Oxford University Press.Google Scholar
Tomblin, J. B., Zhang, X., Weiss, A., Catts, H., & Weismer, S. E. (2004). Dimensions of individual differences in communication skills among primary grade children. In Rice, M. L. & Warren, S. F. (Eds.), Developmental language disorders: From phenotypes to etiologies (pp. 5376). New York, NY: Lawrence Erlbaum.Google Scholar
US Department of Education, Institute of Education Sciences. (2015). Early childhood education intervention report: Shared book reading. http://whatworks.ed.govGoogle Scholar
van Bergen, E., Bishop, D., van Zuijen, T., & de Jong, P. F. (2015). How does parental reading influence children’s reading? A study of cognitive mediation. Scientific Studies of Reading, 19(5), 325339. doi:10.1080/10888438.2015.1050103Google Scholar
Wade, B., & Moore, M. (1998). An early start with books: Literacy and mathematical evidence from a longitudinal study. Educational Review, 50(2), 135145.Google Scholar
Wade, B., & Moore, M. (2000). A sure start with books. Early Years, 20, 3946.Google Scholar
Warren, S. F., Fey, M., & Yoder, P. J. (2007). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities Research Reviews, 13, 7077.Google Scholar
Wasik, B. A., Hindmann, A. H., & Snell, A. K. (2016). Book reading and vocabulary development: A systematic review. Early Childhood Research Quarterly, 37, 3957.Google Scholar
Wastlund, E., Norlander, T., & Archer, T. (2008). The effect of page layout on mental workload: A dual-task experiment, Computers in Human Behavior, 24(3), 12291245.Google Scholar
What Works Clearing House. (2015). http://ies.ed.gov/ncee/wwc/Google Scholar
Zeng, B., Law, J., & Lindsay, G. (2012). Characterising optimal intervention intensity: The relationship between dosage and effect size in interventions for children with developmental speech and language difficulties International Journal of Speech-Language Pathology, 14(5), 471477.Google Scholar

References

Bassok, D., Finch, J. E., Lee, R., Reardon, S. F., & Waldfogel, J. (2016). Socioeconomic gaps in early childhood experiences: 1998 to 2010. AERA Open, 2(3), 122.Google Scholar
Becker, G. S. (1964). Human capital. Chicago, IL: University of Chicago Press.Google Scholar
Bloom, B. S. (1968). Learning for mastery. Evaluation Comment, Regional Education Laboratory for the Carolinas and Virginia, Topical Papers and Reprints, Number 1.Google Scholar
Bolick, K. N., & Rogowsky, B. A. (2016). Ability grouping is on the rise, but should it be? Journal of Education and Human Development, 5(2), 4051.Google Scholar
Bradbury, B., Corak, M., Waldfogel, J., & Washbrook, E. (2015). Too many children left behind: The US achievement gap in comparative perspective. New York, NY: Russell Sage Foundation.Google Scholar
Breen, R., & Jonsson, J. O. (2005). Inequality of opportunity in comparative perspective: Recent research on educational attainment and social mobility. Annual Review of Sociology, 31, 223243.Google Scholar
Cannon, J. S., Jacknowitz, A., & Painter, G. (2006). Is full better than half? Examining the longitudinal effects of full‐day kindergarten attendance. Journal of Policy Analysis and Management: The Journal of the Association for Public Policy Analysis and Management, 25(2), 299321.Google Scholar
Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64(8), 723723.Google Scholar
Chetty, R., Friedman, J. N., Hilger, N., Saez, E., Schanzenbach, D. W., & Yagan, D. (2011). How does your kindergarten classroom affect your earnings? Evidence from Project STAR. The Quarterly Journal of Economics, 126(4), 15931660.Google Scholar
Chorzempa, B. F., & Graham, S. (2006). Primary-grade teachers’ use of within-class ability grouping in reading. Journal of Educational Psychology, 98(3), 529541.Google Scholar
Cohen, D. K., Peurach, D. J., Glazer, J. L., Gates, K. E., & Goldin, S. (2013). Improvement by design: The promise of better schools. Chicago, IL: University of Chicago Press.Google Scholar
Condron, D. J. (2008). An early start: Skill grouping and unequal reading gains in the elementary years. The Sociological Quarterly, 49(2), 363394.Google Scholar
Cronbach, L. J., & Furby, L. (1970). How we should measure ‘change’: Or should we? Psychological Bulletin, 74(1), 6880.Google Scholar
DeCicca, P. (2007). Does full-day kindergarten matter? Evidence from the first two years of schooling. Economics of Education Review, 26(1), 6782.Google Scholar
Duncan, G. J., & Brooks-Gunn, J. (Eds.). (1999). Consequences of growing up poor. New York, NY: Russell Sage Foundation.Google Scholar
Gibbs, C. R. (2014). Experimental evidence on early intervention: The impact of full-day kindergarten. Frank Batten School of Leadership and Public Policy Working Chapter, 4.Google Scholar
Heckman, J., & Lance, L. (2000). Rethinking education and training policy: Understanding the sources of skill formation in a modern economy. In Danziger, S. & Waldfogel, J. (Eds.), Securing the future: Investing in children from birth to adulthood (pp. 4783). New York, NY: Russell Sage Foundation.Google Scholar
Hong, G., Corter, C., Hong, Y., & Pelletier, J. (2012). Differential effects of literacy instruction time and homogeneous ability grouping in kindergarten classrooms: Who will benefit? Who will suffer? Educational Evaluation and Policy Analysis, 34(1), 6988.Google Scholar
Hong, G., & Hong, Y. (2009). Reading instruction time and homogeneous grouping in kindergarten: An application of marginal mean weighting through stratification. Educational Evaluation and Policy Analysis, 31(1), 5481.Google Scholar
Jez, S. J., & Wassmer, R. W. (2015). The impact of learning time on academic achievement. Education and Urban Society, 47(3), 284306.Google Scholar
Lee, V. E., Burkam, D. T., Ready, D. D., Honigman, J., & Meisels, S. J. (2006). Full-day versus half-day kindergarten: In which program do children learn more? American Journal of Education, 112(2), 163208.Google Scholar
Levin, H. M., & Tsang, M. C. (1987). The economics of student time. Economics of Education Review, 6(4), 357364.Google Scholar
Loveless, T., & Diperna, P. (2013). How well are American students learning. Washington, DC: Brookings Institution/Brown Center on Education Policy.Google Scholar
Magnuson, K., & Waldfogel, J. (2008). Steady gains and stalled progress: Inequality and the Black-White test score gap. New York, NY: Russell Sage Foundation.Google Scholar
Magnuson, K., Waldfogel, J., & Washbrook, E. (2012). SES gradients in skills during the school years. In Ermish, J., Jantti, M., & Smeeding, T. M. (Eds.), From parents to children: The intergenerational transmission of advantage (pp. 235261). New York, NY: Russell Sage Foundation.Google Scholar
Morgan, S. L., Grusky, D. B., & Fields, G. S. (2006). Mobility and inequality: Frontiers of research in sociology and economics. Stanford, CA: Stanford University Press.Google Scholar
Morrow, L. M., Strickland, D. S., & Woo, D. G. (1999). Literacy instruction in half-and whole-day kindergarten: Research to practice. Literacy studies series. Newark, NJ: International Reading Association.Google Scholar
National Institute of Child Health and Human Development Early Child Care Research Network, & Duncan, G. J. (2003). Modeling the impacts of child care quality on children’s preschool cognitive development. Child Development, 74(5), 14541475.Google Scholar
Phillips, D., Lipsey, M. W., Dodge, K. A., Haskins, R., Bassok, D., Burchinal, M. R., & Weiland, C. (2017). Puzzling it out: The current state of scientific knowledge on pre-kindergarten effects – A consensus statement. In Issues in pre-kindergarten programs and policy (pp. 1930). Washington, DC: Brookings Institution.Google Scholar
Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor: New evidence and possible explanations. In Duncan, G. J. & Murnane, R. J. (Eds.), Whither opportunity? Rising inequality, schools, and children’s life chances (pp. 91116). New York, NY: Russell Sage Foundation.Google Scholar
Reardon, S. F., & Portilla, X. A. (2016). Recent trends in income, racial, and ethnic school readiness gaps at kindergarten entry. AERA Open, 2(3), 118.Google Scholar
Ritchie, S. J., & Bates, T. C., 2013. Enduring links from childhood mathematics and reading achievement to adult socioeconomic status. Psychological Science, 24, 13011308.Google Scholar
Rivkin, S. G., & Schiman, J. C. (2015). Instruction time, classroom quality, and academic achievement. The Economic Journal, 125(588), 425448.Google Scholar
Rose, H., (2006). Do gains in test scores explain labor market outcomes? Economics of Education Review, 25, 430446.Google Scholar
Tach, L. M., & Farkas, G. (2006). Learning-related behaviors, cognitive skills, and ability grouping when schooling begins. Social Science Research, 35(4), 10481079.Google Scholar
Thompson, J. A., & Sonnenschein, S. (2016). Full-day kindergarten and children’s later reading: The role of early word reading. Journal of Applied Developmental Psychology, 42, 5870.Google Scholar
Tourangeau, K., Nord, C., Le, T., Sorogon, A. G., Hagedorn, M. C., Daly, P., & Najarian, M. (2015). Early Childhood Longitudinal Study, kindergarten class of 2010–11 (ECLS-K:2011). User’s manual for the ECLS-K:2011 Kindergarten data file and electronic codebook, public version (No. NCES 2015-074). Washington, DC: National Center for Education Statistics.Google Scholar
US Census Bureau (2018). School enrollment in the United States: October 2010 – detailed tables. www.census.gov/data/tables/2010/demo/school-enrollment/2010-cps.htmlGoogle Scholar
Votruba‐Drzal, E., Li‐Grining, C. P., & Maldonado‐Carreño, C. (2008). A developmental perspective on full‐versus part‐day kindergarten and children’s academic trajectories through fifth grade. Child Development, 79(4), 957978.Google Scholar
Waldfogel, J. (2006). What do children need? Cambridge, MA: Harvard University Press.Google Scholar
Waldfogel, J. (2010). Britain’s war on poverty. New York, NY: Russell Sage Foundation.Google Scholar
Waldfogel, J., & Washbrook, E. (2011). Income-related gaps in school readiness in the United States and United Kingdom. In Smeeding, T., Erikson, R., & Jantti, M. (Eds.), Persistence, privilege, and parenting: The comparative study of intergenerational mobility. New York, NY: Russell Sage Foundation.Google Scholar
Washbrook, E., Waldfogel, J., Bradbury, B., Corak, M., & Ghanghro, A. A. (2012). The development of young children of immigrants in Australia, Canada, the United Kingdom, and the United States. Child Development, 83(5), 15911607.Google Scholar
Watts, T. W., Duncan, G. J., Siegler, R. S., & Davis-Kean, P. E. (2014). What’s past is prologue: Relations between early mathematics knowledge and high school achievement. Educational Researcher, 43, 352360.Google Scholar

References

Anderson, R., & Freebody, P. (1981). Vocabulary knowledge. In Guthrie, J. T. (Ed.), Comprehension and teaching: Research reviews (pp. 77117). Newark, DE: International Reading Association.Google Scholar
Beck, I. L., & McKeown, M. G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, 55(1), 1020.Google Scholar
Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107(3), 251271.Google Scholar
Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506.Google Scholar
Bleses, D., Højen, A., Justice, L. M., Dale, P. S., Dybdal, L., Piasta, S. B., … Haghish, E. (2018). The effectiveness of a large‐scale language and preliteracy intervention: The SPELL randomized controlled trial in Denmark. Child Development, 89(4), e342e363.Google Scholar
Bowyer‐Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., … 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(4), 422432.Google Scholar
Cabell, S. Q., DeCoster, J., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2013). Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities. Early Childhood Research Quarterly, 28(4), 820830.Google Scholar
Cabell, S. Q., Justice, L. M., McGinty, A. S., DeCoster, J., & Forston, L. D. (2015). Teacher–child conversations in preschool classrooms: Contributions to children’s vocabulary development. Early Childhood Research Quarterly, 30, 8092.Google Scholar
Cabell, S. Q., Justice, L. M., Piasta, S. B., Curenton, S. M., Wiggins, A., Turnbull, K. P., & Petscher, Y. (2011). The impact of teacher responsivity education on preschoolers’ language and literacy skills. American Journal of Speech-Language Pathology, 20, 315330.Google Scholar
Cain, K., Oakhill, J., & Bryant, P. (2004). Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 3142.Google Scholar
Cervetti, G. N., Barber, J., Dorph, R., Pearson, P. D., & Goldschmidt, P. G. (2012). The impact of an integrated approach to science and literacy in elementary school classrooms. Journal of Research in Science Teaching, 49(5), 631658.Google Scholar
Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading-comprehension difficulties: A randomized controlled trial. Psychological Science, 21(8), 11061116.Google Scholar
Connor, C. M., Dombek, J., Crowe, E. C., Spencer, M., Tighe, E. L., Coffinger, S., … Petscher, Y. (2017). Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI). Journal of Educational Psychology, 109(3), 301320.Google Scholar
Dickinson, D. K., Darrow, C. L., & Tinubu, T. A. (2008). Patterns of teacher–child conversations in Head Start classrooms: Implications for an empirically grounded approach to professional development. Early Education and Development, 19(3), 396429.Google Scholar
Dickinson, D. K., Freiberg, J. B., & Barnes, E. (2011). Why are so few interventions really effective? A call for fine-grained research methodology. In Neuman, S. B. & Dickinson, D. K. (Eds.), Handbook of Early Literacy Research, Vol. 3 (pp. 337357). New York, NY: Guilford Press.Google Scholar
Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2(1), 144.Google Scholar
Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., … Justice, L. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade. Educator’s practice guide. NCEE 2016-4008. Washington, DC: National Center for Education Evaluation and Regional Assistance.Google Scholar
Forget‐Dubois, N., Dionne, G., Lemelin, J. P., Pérusse, D., Tremblay, R. E., & Boivin, M. (2009). Early child language mediates the relation between home environment and school readiness. Child Development, 80(3), 736749.Google Scholar
Girolametto, L., Hoaken, L., Weitzman, E., & Lieshout, R. V. (2000). Patterns of adult–child linguistic interaction in integrated day care groups. Language, Speech, and Hearing Services in Schools, 31(2), 155168.Google Scholar
Girolametto, L., Pearce, P. S., & Weitzman, E. (1996). Interactive focused stimulation for toddlers with expressive vocabulary delays. Journal of speech, Language, and Hearing Research, 39(6), 12741283.Google Scholar
Girolametto, L., Weitzman, E., & Greenberg, J. (2003). Training day care staff to facilitate children’s language. American Journal of Speech-Language Pathology, 12(3), 299311.Google Scholar
Gonzalez, J. E., Pollard-Durodola, S., Simmons, D. C., Taylor, A. B., Davis, M. J., Kim, M., & Simmons, L. (2011). Developing low-income preschoolers’ social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4(1), 2552.Google Scholar
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 610.Google Scholar
Hair, E., Halle, T., Terry-Humen, E., Lavelle, B., & Calkins, J. (2006). Children’s school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade. Early Childhood Research Quarterly, 21(4), 431454.Google Scholar
Halle, T. G., Hair, E. C., Wandner, L. D., & Chien, N. C. (2012). Profiles of school readiness among four-year-old Head Start children. Early Childhood Research Quarterly, 27(4), 613626.Google Scholar
Heidlage, J. K., Cunningham, J. E., Kaiser, A. P., Trivette, C. M., Barton, E. E., Frey, J. R., & Roberts, M. Y. (2019). The effects of parent-implemented language interventions on child linguistic outcomes: A meta-analysis. Early Childhood Research Quarterly, 50, 623.Google Scholar
Hogan, T., Bridges, M. S., Justice, L. M., & Cain, K. (2011). Increasing higher level language skills to improve reading comprehension. Focus on Exceptional Children, 44(3), 120.Google Scholar
Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). Language input and child syntax. Cognitive Psychology, 45(3), 337374.Google Scholar
Justice, L. M., Bowles, R. P., Pence Turnbull, K. L., & Skibbe, L. E. (2009). School readiness among children with varying histories of language difficulties. Developmental Psychology, 45(2), 460476.Google Scholar
Justice, L. M., Jiang, H., Khan, K. S., & Dynia, J. M. (2017). Kindergarten readiness profiles of rural, Appalachian children from low-income households. Journal of Applied Developmental Psychology, 50, 114.Google Scholar
Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 5168.Google Scholar
Justice, L. M., Mashburn, A., Pence, K. L., & Wiggins, A. (2008). Experimental evaluation of a preschool language curriculum: Influence on children’s expressive language skills. Journal of Speech, Language, and Hearing Research, 51(4), 9831001.Google Scholar
Justice, L. M., McGinty, A. S., Cabell, S. Q., Kilday, C. R., Knighton, K., & Huffman, G. (2010). Language and literacy curriculum supplement for preschoolers who are academically at risk: A feasibility study. Language, Speech, and Hearing Services in Schools, 41(2), 161178.Google Scholar
Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks. Language, Speech, and Hearing Services in Schools, 36(1), 1732.Google Scholar
Kim, H. Y., Hsin, L. B., & Snow, C. E. (2018). Reducing academic inequalities for English language learners: Variation in experimental effects of Word Generation in high-poverty schools. International Journal of Bilingual Education and Bilingualism, 24(7), 10241042.Google Scholar
Kintsch, W. (2005). An overview of top-down and bottom-up effects in comprehension: The CI perspective. Discourse Processes, 39(2–3), 125128.Google Scholar
Landry, S. H., Smith, K. E., Miller-Loncar, C. L., & Swank, P. R. (1997). Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk. Developmental Psychology, 33(6), 10401053.Google Scholar
Language and Reading Research Consortium (2015). Learning to read: Should we keep things simple? Reading Research Quarterly, 50(2), 151169.Google Scholar
Language and Reading Research Consortium (2016). Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. The Elementary School Journal, 116(3), 459486.Google Scholar
Language and Reading Research Consortium (2017). Oral language and listening comprehension: Same or different constructs? Journal of Speech, Language, and Hearing Research, 60, 12731284.Google Scholar
Language and Reading Research Consortium, Jiang, H., & Davis, D. (2017). Let’s Know! Proximal impacts on prekindergarten through grade 3 students’ comprehension-related skills. The Elementary School Journal, 118(2), 177206.Google Scholar
Language and Reading Research Consortium, Jiang, H., & Logan, J. (2019). Improving reading comprehension in the primary grades: Mediated effects of a language-focused classroom intervention. Journal of Speech, Language, and Hearing Research, 62, 28122828.Google Scholar
Language and Reading Research Consortium, Pratt, A., & Logan, J. (2014). Improving language-focused comprehension instruction in primary-grade classrooms: Impacts of the Let’s Know! Experimental Curriculum. Educational Psychology Review, 26, 357377.Google Scholar
Language and Reading Research Consortium & Yeomans-Maldonado, G. (2017). Development of comprehension monitoring in beginner readers. Reading and Writing, 30, 20392067.Google Scholar
Lepola, J., Lynch, J., Kiuru, N., Laakkonen, E., & Niemi, P. (2016). Early oral language comprehension, task orientation, and foundational reading skills as predictors of grade 3 reading comprehension. Reading Research Quarterly, 51(4), 373390.Google Scholar
Lesaux, N. K., Kieffer, M. J., Faller, S. E., & Kelley, J. G. (2010). The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly, 45(2), 196228.Google Scholar
Lonigan, C. J., Clancy-Menchetti, J., Phillips, B., McDowell, K., & Farver, J. (2005). Literacy express: A preschool curriculum. Tallahassee, FL: Literacy Express.Google Scholar
Lonigan, C. J., Farver, J. M., Phillips, B. M., & Clancy-Menchetti, J. (2011). Promoting the development of preschool children’s emergent literacy skills: A randomized evaluation of a literacy-focused curriculum and two professional development models. Reading and Writing, 24(3), 305337.Google Scholar
Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263290.Google Scholar
Marulis, L. M., & Neuman, S. B. (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300335.Google Scholar
McNamara, D. S., & Kendeou, P. (2017). Translating advances in reading comprehension research to educational practice. International Electronic Journal of Elementary Education, 4(1), 3346.Google Scholar
Mol, S. E., Bus, A. G., & De Jong, M. T. (2009). Interactive book reading in early education: A tool to stimulate print knowledge as well as oral language. Review of Educational Research, 79(2), 9791007.Google Scholar
National Center on Quality Teaching and Learning. (2015a). Preschool curriculum consumer report. Washington, DC: Office of Head Start, US Department of Health and Human Services.Google Scholar
National Center on Quality Teaching and Learning. (2015b). Language and literacy preschool curriculum consumer report. Washington, DC: Office of Head Start, US Department of Health and Human Services.Google Scholar
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child Health and Human Development/National Institutes of Health.Google Scholar
Neuman, S. B., & Kaefer, T. (2018). Developing low-income children’s vocabulary and content knowledge through a shared book reading program. Contemporary Educational Psychology, 52, 1524.Google Scholar
Neuman, S. B., Newman, E. H., & Dwyer, J. (2011). Educational effects of a vocabulary intervention on preschoolers’ word knowledge and conceptual development: A cluster‐randomized trial. Reading Research Quarterly, 46(3), 249272.Google Scholar
Nicholas, H., Lightbown, P. M., & Spada, N. (2001). Recasts as feedback to language learners. Language Learning, 51(4), 719758.Google Scholar
Penno, J. F., Wilkinson, I. A., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect?. Journal of Educational Psychology, 93, 2333.Google Scholar
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357383.Google Scholar
Perfetti, C., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In Snowling, M. J. & Hulme, C. (Eds.), The science of reading: A handbook (pp. 227247). Malden, MA: Blackwell.Google Scholar
Piasta, S. B., Justice, L. M., Cabell, S. Q., Wiggins, A. K., Pence Turnbull, K., & Curenton, S. M. (2012). Impact of professional development on preschool teachers’ conversational responsivity and children’s linguistic productivity and complexity. Early Childhood Research Quarterly, 27, 387400.Google Scholar
Ruston, H. P., & Schwanenflugel, P. J. (2010). Effects of a conversation intervention on the expressive vocabulary development of prekindergarten children. Language, Speech, and Hearing Services in Schools, 41(3), 303313.Google Scholar
Sabol, T. J., & Pianta, R. C. (2012). Patterns of school readiness forecast achievement and socioemotional development at the end of elementary school. Child Development, 83(1), 282299.Google Scholar
Snow, C. E. (2010). Academic language and the challenge of reading for learning about science. Science, 328(5977), 450452.Google Scholar
Toub, T. S., Hassinger-Das, B., Nesbitt, K. T., Ilgaz, H., Weisberg, D. S., Hirsh-Pasek, K., … Dickinson, D. K. (2018). The language of play: Developing preschool vocabulary through play following shared book-reading. Early Childhood Research Quarterly, 45, 117.Google Scholar
Wasik, B. A., & Hindman, A. H. (2018). Increasing preschoolers’ vocabulary development through a streamlined teacher professional development intervention. Early Childhood Research Quarterly, 50, 101113.Google Scholar
Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in day care and home for children from low-income families. Developmental Psychology, 30(5), 679689.Google Scholar
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552559.Google Scholar
Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & deCani, J. S. (2005). Expository text comprehension in the primary grade classroom. Journal of Educational Psychology, 97(4), 538550.Google Scholar
Zimmerman, F. J., Gilkerson, J., Richards, J. A., Christakis, D. A., Xu, D., Gray, S., & Yapanel, U. (2009). Teaching by listening: The importance of adult–child conversations to language development. Pediatrics, 124(1), 342349.Google Scholar
Zucker, T. A., Cabell, S. Q., Justice, L. M., Pentimonti, J. M., & Kaderavek, J. N. (2013). The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills. Developmental Psychology, 49(8), 14251439.Google Scholar
Zucker, T. A., Cabell, S. Q., Petscher, Y., Mui, H., Landry, S., & Tock, J. (2021). Teaching Together: Pilot study of a tiered language and literacy intervention with Head Start teachers and linguistically diverse families. Early Childhood Research Quarterly, 54, 136–152.Google Scholar
Zucker, T. A., Carlo, M. S., Landry, S. H., Masood-Saleem, S. S., Williams, J. M., & Bhavsar, V. (2019). Iterative design and pilot testing of the Developing Talkers tiered academic language curriculum for pre-kindergarten and kindergarten. Journal of Research on Educational Effectiveness, 12(2), 274306.Google Scholar

References

Adler, N. E., Boyce, T., Chesney, M. A., Cohen, S., Folkman, S., Kahn, R. L., & Syme, S. L. (1994). Socioeconomic status and health. The challenge of the gradient. American Psychologist, 49(1), 1524. doi:10.1037//0003-066x.49.1.15Google Scholar
Australian Institute of Health and Welfare. (2016). Australia’s health 2016. Canberra: AIHW. www.aihw.gov.au/reports/australias-health/australias-health-2016/contents/summaryGoogle Scholar
Avendano, M., Jurges, H., & Mackenbach, J. P. (2009). Educational level and changes in health across Europe: Longitudinal results from SHARE. Journal of European Social Policy, 19(4), 301316. doi:10.1177/1350506809341512Google Scholar
Baker, D. P., Leon, J., Smith Greenaway, E. G., Collins, J., & Movit, M. (2011). The education effect on population health: A reassessment. Population and Development Review, 37(2), 307332. doi:10.1111/j.1728-4457.2011.00412.xGoogle Scholar
Barber, R. M., Fullman, N., Sorensen, R. J. D., Bollyky, T., McKee, M., Nolte, E., … Murray, C. J. L. (2017). Healthcare access and quality index based on mortality from causes amenable to personal health care in 195 countries and territories, 1990–2015: A novel analysis from the Global Burden of Disease Study 2015. The Lancet, 390(10091), 231266. doi:10.1016/s0140-6736(17)30818-8Google Scholar
Barnes, J., Katz, I. B., Korbin, J. E., & O’Brien, M. (2006). Children and families in communities: Theory, research, policy and practice. Chichester and Hoboken, NJ: John Wiley & Sons.Google Scholar
Bercow, J. (2008). The Bercow Report: A review of services for children and young people (0–19) with speech, language and communication needs. Nottingham: DCSF. www.education.gov.uk/publications/eOrderingDownload/Bercow-Report.pdfGoogle Scholar
Berwick, D. M., Kelley, E., Kruk, M. E., Nishtar, S., & Pate, M. A. (2018). Three global health-care quality reports in 2018. Lancet, 392(10143), 194195. doi:10.1016/S0140-6736(18)31430-2Google Scholar
Braubach, M., & Fairburn, J. (2010). Social inequities in environmental risks associated with housing and residential location: A review of evidence. European Journal of Public Health, 20(1), 3642. doi:10.1093/eurpub/ckp221Google Scholar
Braveman, P. A., Kumanyika, S., Fielding, J., Laveist, T., Borrell, L. N., Manderscheid, R., & Troutman, A. (2011). Health disparities and health equity: The issue is justice. American Journal of Public Health, 101(S1), S149S155. doi:10.2105/AJPH.2010.300062Google Scholar
Bynner, C. (2016). Rationales for place-based approaches in Scotland. Working paper for What Works Scotland. http://whatworksscotland.ac.uk/publications/rationales-for-place-based-approaches-in-scotland/Google Scholar
Calder, R., Dunkin, R., Rochford, C., & Nichols, T. (2019). Australian health services: Too complex to navigate. Policy issues paper No. 1-2019. Melbourne: Mitchell Institute/Victoria University. www.vu.edu.au/sites/default/files/australian-health-services-too-complex-to-navigate.pdfGoogle Scholar
Care Quality Commission. (2018). The state of health care and adult social care in England 2018/19. Maidstone: CQC. www.cqc.org.uk/news/releases/cqc-warns-growing-care-injusticeGoogle Scholar
Children’s Commissioner. (2019). We need to talk: Access to speech and language therapy. London: Children’s Commissioner for England. www.childrenscommissioner.gov.uk/publication/we-need-to-talk/Google Scholar
Commission on Social Determinants of Health. (2008). Closing the gap in a generation: Health equity through action on the social determinants of health. Geneva: WHO. https://apps.who.int/iris/bitstream/handle/10665/43943/9789241563703_eng.pdf;jsessionid=00542EE989744E2DE2E9323628D047E1?sequence=1Google Scholar
Commonwealth of Australia. (2014). Prevalence of different types of speech, language and communication disorders and speech pathology services in Australia. Canberra: APH. www.aph.gov.au/parliamentary_business/committees/senate/community_affairs/speech_pathology/reportGoogle Scholar
Commonwealth of Australia. (2018). Australian Early Development Census. www.aedc.gov.au/dataGoogle Scholar
Crimeen, A., Bernstein, M., Zapart, S., & Haigh, F. (2017). Place-based interventions: A realist informed literature review. Liverpool: South Western Sydney Local Health District and UNSW Australia.Google Scholar
Feldman, J. J., Makuc, D. M., Kleinman, J. C., & Cornoni-Huntley, J. (1989). National trends in educational differentials in mortality. American Journal of Epidemiology, 129(5), 919933. doi:10.1093/oxfordjournals.aje.a115225Google Scholar
Fernald, A., Marchman, V. A., & Weisleder, A. (2013). SES differences in language processing skill and vocabulary are evident at 18 months. Developmental Science, 16(2), 234248. doi:10.1111/desc.12019Google Scholar
Ferraro, K. F., Kemp, B. R., & Williams, M. M. (2017). Diverse aging and health inequality by race and ethnicity. Innov Aging, 1(1), igx002. doi:10.1093/geroni/igx002Google Scholar
Graley, C. E., May, K. F., & McCoy, D. C. (2011). Postcode lotteries in public health: The NHS Health Checks Programme in North West London. BMC Public Health, 11(1), 738. doi:10.1186/1471-2458-11-738Google Scholar
Griggs, J., Whitworth, A., Walker, R., McLennan, D., & Noble, M. (2008). Person- or place-based policies to tackle disadvantage? Not knowing what works. York: Joseph Rowntree Foundation. www.sheffield.ac.uk/polopoly_fs/1.282379!/file/JRF-2008-Person-or-place-based-interventions-to-tackle-disadvantage.pdfGoogle Scholar
Guralnik, J. M., Land, K. C., Blazer, D., Fillenbaum, G. G., & Branch, L. G. (1993). Educational status and active life expectancy among older blacks and whites. New England Journal of Medicine, 329(2), 110116. doi:10.1056/NEJM199307083290208Google Scholar
Hart, J. T. (1971). The inverse care law. Lancet, 1(7696), 405412. doi:10.1016/s0140-6736(71)92410-xGoogle Scholar
Heckman, J. J. (2007). The economics, technology, and neuroscience of human capability formation. Proceedings of the National Academy of Science USA, 104(33), 1325013255. doi:10.1073/pnas.0701362104Google Scholar
Klein, H. (2004). Health inequality, social exclusion and neighbourhood renewal: Can place-based renewal improve the health of disadvantaged communities? Australian Journal of Primary Health, 10(3), 110119. doi:10.1071/py04054Google Scholar
Lago, S., Cantarero, D., Rivera, B., Pascual, M., Blazquez-Fernandez, C., Casal, B., & Reyes, F. (2018). Socioeconomic status, health inequalities and non-communicable diseases: A systematic review. Journal of Public Health, 26(1), 114. doi:10.1007/s10389-017-0850-zGoogle Scholar
Law, J., Charlton, J., & Asmussen, K. (2017). Language as a child wellbeing indicator. London: Early Intervention Foundation. www.eif.org.uk/report/language-as-a-child-wellbeing-indicator/Google Scholar
Law, J., Reilly, S., & Snow, P. C. (2013). Child speech, language and communication need re-examined in a public health context: A new direction for the speech and language therapy profession. International Journal of Language and Communication Disorders, 48(5), 486496. doi:10.1111/1460-6984.12027Google Scholar
Levesque, J. F., Harris, M. F., & Russell, G. (2013). Patient-centred access to health care: Conceptualising access at the interface of health systems and populations. International Journal for Equity in Health, 12(1), 18. doi:10.1186/1475-9276-12-18Google Scholar
Logan Together. (2019). Phase 1 progress report for Logan Together 2018. Logan: Logan Together. https://logantogether.org.au/wp-content/uploads/2019/08/Logan-Together-Progress-Report-2018.pdfGoogle Scholar
Marmot, M. (2006). Status syndrome: A challenge to medicine. JAMA, 295(11), 13041307. doi:10.1001/jama.295.11.1304Google Scholar
Marmot, M. (2010). Fair society, healthy lives: The Marmot Review 2010. London: Institute of Health Equity. www.instituteofhealthequity.org/resources-reports/fair-society-healthy-lives-the-marmot-review/fair-society-healthy-lives-full-report-pdf.pdfGoogle Scholar
Marmot, M., Allen, J., Boyce, T., Goldblatt, P., & Morrison, J. (2020). Health equity in England: The Marmot Review 10 years on. BMJ, 2020(368), 693. www.bmj.com/content/bmj/368/bmj.m693.full.pdfGoogle Scholar
McCartney, G., Popham, F., McMaster, R., & Cumbers, A. (2019). Defining health and health inequalities. Public Health, 172, 2230. doi:10.1016/j.puhe.2019.03.023Google Scholar
McCormack, J., & Verdon, S. (2015). Mapping speech pathology services to developmentally vulnerable and at-risk communities using the Australian Early Development Census. International Journal of Speech-Language Pathology, 17(3), 273286. doi:10.3109/17549507.2015.1034175Google Scholar
Melhuish, E., Belsky, J., & Barnes, J. (2010). Evaluation and value of Sure Start. Archives of Disease in Childhood, 95(3), 159161. doi:10.1136/adc.2009.161018Google Scholar
Meltzer, H., Vostanis, P., Goodman, R., & Ford, T. (2007). Children’s perceptions of neighbourhood trustworthiness and safety and their mental health. Journal of Child Psychology & Psychiatry, 48(12), 12081213. doi:10.1111/j.1469-7610.2007.01800.xGoogle Scholar
Moore, T., & Fry, R. (2011). Place-based approaches to child and family services: A literature review. Parkville: Royal Children’s Hospital Melbourne. www.rch.org.au/uploadedFiles/Main/Content/ccch/Place_based_services_literature_review.pdfGoogle Scholar
Muir, K., Katz, I., Edwards, B., Gray, M., Wise, S., Hayes, AM, Professor A. & the Stronger Families and Communities Strategy evaluation team. (2010). The national evaluation of the Communities for Children initiative. Family Matters, 84, 35–42.Google Scholar
National Disability Insurance Agency. (2020). What is the NDIS? www.ndis.gov.au/understanding/what-ndisGoogle Scholar
National Research Council and Institute of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press.Google Scholar
O’Callaghan, A. M., McAllister, L., & Wilson, L. (2005). Barriers to accessing rural paediatric speech pathology services: Health care consumers’ perspectives. Australian Journal of Rural Health, 13(3), 162171. doi:10.1111/j.1440-1854.2005.00686.xGoogle Scholar
OECD. (2019). Health for everyone? Paris: OECD Publishing.Google Scholar
Page, J., Cock, M. L., Murray, L., Eadie, T., Nikas, F., Scull, J., & Sparling, J. (2019). An Abecedarian approach with Aboriginal families and their young children in Australia: Playgroup participation and developmental outcomes. International Journal of Early Childhood, 51, 233250.Google Scholar
Rashbrook, E. (2019). Health matters: Prevention – A life course approach. London: PHE. https://publichealthmatters.blog.gov.uk/2019/05/23/health-matters-prevention-a-life-course-approach/Google Scholar
Reilly, S., Harper, M., & Goldfeld, S. (2016). The demand for speech pathology services for children: Do we need more or just different? Journal of Paediatrics and Child Health, 52(12), 10571061. doi:10.1111/jpc.13318Google Scholar
Reilly, S., Wake, M., Ukoumunne, O. C., Bavin, E., Prior, M., Cini, E., … Bretherton, L. (2010). Predicting language outcomes at 4 years of age: Findings from Early Language in Victoria Study. Pediatrics, 126(6), e15301e537. doi:10.1542/peds.2010-0254Google Scholar
Royal College of Speech and Language Therapists. (2016). Stoke speaks out: Pilot return on investment. London: RCSLT. www.rcslt.org/news/stoke-speaks-outGoogle Scholar
Ruggero, L., McCabe, P., Ballard, K. J., & Munro, N. (2012). Paediatric speech-language pathology service delivery: An exploratory survey of Australian parents. International Journal of Speech-Lang Pathology, 14(4), 338350. doi:10.3109/17549507.2011.650213Google Scholar
Starfield, B. (2011). The hidden inequity in health care. International Journal for Equity in Health, 10, 15. doi:10.1186/1475-9276-10-15Google Scholar
Verdon, S., Wilson, L., Smith-Tamaray, M., & McAllister, L. (2011). An investigation of equity of rural speech-language pathology services for children: A geographic perspective. International Journal of Speech-Language Pathology, 13(3), 239250. doi:10.3109/17549507.2011.573865Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×