Intervention Strategies in Preschool Students With Specific Language Impairments

This paper analyses the effects of an intervention program in order to improve oral language and early literacy in preschool education. The program was focused on 6 school children with specific language impairments (SLI). It was organised in 3 stages over 3 academic years, combining the natural and clinical contexts. Four assessments were made to check the evolution of early literacy variables, whose results enabled the ongoing introduction of changes at the different levels. Another 2 different children with SLI were part of the control group. The results show how the experimental group achieved a more favourable progress in oral language, phonological awareness and narrative development, which makes easy their later access to formal learning of reading and writing.