The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills
Our data show that, although fade-out effects are common in educational research, a widely used language intervention produces durable improvements in language and reading skills, with educationally important effect sizes. These findings have important theoretical and practical implications.
Authors
- Maggie Snowling (ORCID: https://orcid.org/0000-0003-0836-3861)
- Gillian West (ORCID: https://orcid.org/0000-0002-4413-3601)
- Caroline Korell (ORCID: https://orcid.org/0000-0002-6967-560X)
- Sarah Hearne (ORCID: https://orcid.org/0000-0003-2015-2450)
- Charles Hulme (ORCID: https://orcid.org/0000-0001-9499-5958)
- Mihaela Duta (ORCID: https://orcid.org/0000-0002-0435-571X)
- Mariela Rios Diaz
Institutions
- Oxford Brookes University (GB)
- University of Oxford (GB)
- GL Assessment (United Kingdom) (GB)
- University College London (GB)
Publication Details
- Journal
- Journal of Child Psychology and Psychiatry
- Published
- 2025-03-12
- DOI
- https://doi.org/10.1111/jcpp.14157
- Citations
- 6
- Primary Topic
- Reading and Literacy Development
- Type
- article
- Field-Weighted Citation Impact
- 20.67
Funders
- Education Endowment Foundation
- University of Oxford