Research Article  |   February 2013
The Association Between Expressive Grammar Intervention and Social and Emergent Literacy Outcomes for Preschoolers With SLI
Author Notes
Development / Normal Language Processing / Language Disorders / Specific Language Impairment
Research Article   |   February 2013
The Association Between Expressive Grammar Intervention and Social and Emergent Literacy Outcomes for Preschoolers With SLI
American Journal of Speech-Language Pathology February 2013, Vol.22, 113-125. doi:10.1044/1058-0360(2012/11-0026)
History: Accepted 08 Sep 2012 , Received 07 Mar 2011 , Revised 23 Aug 2011
American Journal of Speech-Language Pathology February 2013, Vol.22, 113-125. doi:10.1044/1058-0360(2012/11-0026)
History: Accepted 08 Sep 2012 , Received 07 Mar 2011 , Revised 23 Aug 2011

Purpose: To determine whether (a) expressive grammar intervention facilitated social and emergent literacy outcomes better than no intervention and (b) expressive grammar gains and/or initial expressive grammar level predicted social and emergent literacy outcomes.

Method: This investigation was a follow-up to a recently published study exploring the impact of grammatical language intervention on expressive grammar outcomes for preschoolers with specific language impairment (SLI). Twenty-two 3- to 5-year-old preschoolers received ten 20-minute intervention sessions addressing primary deficits in grammatical morphology. Participants' social and emergent literacy skills were not targeted. Twelve children awaiting intervention, chosen from the same selection pool as intervention participants, served as controls. Blind assessments of social and emergent literacy outcomes were completed at preintervention, immediately postintervention, and 3 months postintervention.

Results: Only intervention participants experienced significant gains in social and emergent literacy outcomes and maintained these gains for 3 months postintervention. Expressive grammar gains was the only single significant predictor of these outcomes.

Conclusions: Expressive grammar intervention was associated with broad impacts on social and emergent literacy outcomes that were maintained beyond the intervention period. Gains in expressive grammar predicted these outcomes. Social and emergent literacy skills were positively affected for preschoolers with SLI during a grammatical language intervention program.

Order a Subscription
Pay Per View
Entire American Journal of Speech-Language Pathology content & archive
24-hour access
This Article
24-hour access

Related Articles

Increasing Print Awareness in Preschoolers With Language Impairment Using Non-Evocative Print Referencing
Language, Speech, and Hearing Services in Schools January 2007, Vol.38, 16-30. doi:10.1044/0161-1461(2007/003)
Word Learning by Preschoolers With SLI: Effect of Phonotactic Probability and Object Familiarity
Journal of Speech, Language, and Hearing Research October 2012, Vol.55, 1289-1300. doi:10.1044/1092-4388(2012/11-0095)
Effect of Onset and Rhyme Primes in Preschoolers With Typical Development and Specific Language Impairment
Journal of Speech, Language, and Hearing Research February 2012, Vol.55, 32-44. doi:10.1044/1092-4388(2011/10-0203)
Fast Mapping and Word Learning by Preschoolers With Specific Language Impairment in a Supported Learning Context: Effect of Encoding Cues, Phonotactic Probability, and Object Familiarity
Journal of Speech, Language, and Hearing Research June 2011, Vol.54, 870-884. doi:10.1044/1092-4388(2010/09-0285)
Lexical and Grammatical Associations in Sequential Bilingual Preschoolers
Journal of Speech, Language, and Hearing Research June 2010, Vol.53, 684-698. doi:10.1044/1092-4388(2009/08-0126)