Research - language, learning and literacy

Language problems in young children range in severity; severe problems are often detected early, but many children have more subtle difficulties that impair future learning and literacy. There are other causes of learning problems and literacy which can create considerable distress for affected children and their families. Difficulties with language, literacy or learning have lifelong implications, and can significantly compromise levels of achievement and quality of life. We need a better understanding of causal pathways, much more reliable methods of early identification, and especially interventions that are effective and can be widely applied in community settings.

Title	Year	Description
Let's Read	2003-Ongoing	Let's Read is a comprehensive early literacy program aimed at parents of young children from 4 months to 5 years, in disadvantaged communities.
Let's Learn Language Study	2007-2009	A randomised control trial investigating the effectiveness of a parent language promotion program in reducing early expressive language delay.
Let's Learn Language Pilot Study	2006	A randomised control trial, piloting a parent language promotion program with parents of young children at risk of language delay.
Universal Language Promotion Strategy for Victorian Maternal & Child Health Nurses	2003-2004	A universal language promotion strategy for young children to be delivered to parents by the Maternal & Child Health Service.
Preps in Victoria Outcomes Study (PIVOS)	1999-2000	PIVOS was a follow-up study of Victorian school children who participated in the 1997 Hearing for Learning study, which investigated the usefulness of a simple parent-report measure in identifying school entry children who may later experience poor educational attainment in Grade 2.

Last Updated 23-Oct-2009. Authorised by: Frank Oberklaid. Enquiries: Penny Miller.