The purpose of this study was to examine the effectiveness of an early language intervention and the impact it had on pupil progress in speaking. Specific time was allocated to the running of this intervention in order to measure the rate of success and assess what improvements can improve efficiency in subsequent years.
A focus group method was used through which children were selected for participation based on an initial speech and language screening. Six children participated in three group sessions per week run by a trained teaching assistant. Data was collected using Wellcomm screening, class data, scrutiny of dictated speech from sessions and feedback from class teachers. The results demonstrated that 66% (four out of the six children) made more than expected progress and all children made at least expected progress.