{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,4]],"date-time":"2026-10-04T23:54:32Z","timestamp":1791158072126,"version":"4.1.0"},"reference-count":29,"publisher":"Wiley","issue":"11","license":[{"start":{"date-parts":[[2014,5,17]],"date-time":"2014-05-17T00:00:00Z","timestamp":1400284800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/3.0\/"}],"funder":[{"DOI":"10.13039\/100004440","name":"Wellcome Trust","doi-asserted-by":"publisher","award":["R10611"],"award-info":[{"award-number":["R10611"]}],"id":[{"id":"10.13039\/100004440","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Child Psychology Psychiatry"],"published-print":{"date-parts":[[2014,11]]},"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short\u2010term effects on letter knowledge and phoneme awareness, with little transfer to literacy.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6\u2010year\u2010old children identified by research criteria as being at risk of dyslexia (\n                      <jats:italic>n<\/jats:italic>\n                      \u00a0=\u00a056), and their school\u2010identified peers (\n                      <jats:italic>n<\/jats:italic>\n                      \u00a0=\u00a089). An Experimental group received two 9\u2010week blocks of daily intervention delivered by trained teaching assistants; the Control group received 9\u00a0weeks of typical classroom instruction, followed by 9\u00a0weeks of intervention.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Following mixed effects regression models and path analyses, small\u2010to\u2010moderate effects were shown on letter knowledge, phoneme awareness and taught vocabulary. However, these were fragile and short lived, and there was no reliable effect on the primary outcome of word\u2010level reading.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>This new intervention was theoretically motivated and based on previous successful interventions, yet failed to show reliable effects on language and literacy measures following a rigorous evaluation. We suggest that the intervention may have been too short to yield improvements in oral language; and that literacy instruction in and beyond the classroom may have weakened training effects. We argue that reporting of null results makes an important contribution in terms of raising standards both of trial reporting and educational practice.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/jcpp.12257","type":"journal-article","created":{"date-parts":[[2014,5,17]],"date-time":"2014-05-17T04:13:00Z","timestamp":1400299980000},"page":"1234-1243","source":"Crossref","is-referenced-by-count":32,"title":["Reading and language intervention for children at risk of dyslexia: a randomised controlled trial"],"prefix":"10.1111","volume":"55","author":[{"given":"Fiona J.","family":"Duff","sequence":"first","affiliation":[{"name":"Department of Experimental Psychology University of Oxford Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Charles","family":"Hulme","sequence":"additional","affiliation":[{"name":"Division of Psychology and Language Science University College London London UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Katy","family":"Grainger","sequence":"additional","affiliation":[{"name":"Department of Psychology University of York York UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Samantha J.","family":"Hardwick","sequence":"additional","affiliation":[{"name":"Department of Psychology University of York York UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jeremy N.V.","family":"Miles","sequence":"additional","affiliation":[{"name":"RAND Corporation Santa Monica CA USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Margaret J.","family":"Snowling","sequence":"additional","affiliation":[{"name":"Department of Experimental Psychology University of Oxford Oxford UK"},{"name":"St. John's College University of Oxford Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2014,5,17]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.2517-6161.1995.tb02031.x"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2007.01849.x"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/desc.12153"},{"key":"e_1_2_9_5_1","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr0304_2"},{"key":"e_1_2_9_6_1","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.112.1.155"},{"key":"e_1_2_9_7_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1469-7610.2010.02310.x"},{"key":"e_1_2_9_8_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-1-4899-4541-9"},{"key":"e_1_2_9_9_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.96.4.660"},{"key":"e_1_2_9_10_1","doi-asserted-by":"publisher","DOI":"10.1111\/jcpp.12010"},{"key":"e_1_2_9_11_1","volume-title":"Sound linkage: An integrated 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