Proper

Abstract

The purpose of this study is to investigate specific elements and determine critical factors related to language and/or literacy intervention for young children who are at-risk for language or developmental delays and with culturally and linguistically diverse background. For this synthesis, a total of 27 studies were obtained from peer-reviewed journals published from 2000 to 2017. Results of this study are as follows. First, regarding research participant variables, 15 studies targeted preschoolers from three to five years old, and 4 studies were for kindergarteners. The rest of the studies was for first and second grade students. Second, in research method, 17 studies used experimental-control group design and 4 studies conducted multiple baseline design as a single subject study. Also, 19 studies implemented intervention fidelity to verify whether the intervention was conducted as planned. Third, 14 studies conducted reading focused intervention and 9 studies implemented early literacy focused intervention. Fourth, as assessment variables, 13 studies included vocabulary measurement tool in common, and 9 studies included oral language measurement tool. Based on results discussion and implications were suggested by providing effective language interventions for young children from multicultural families and with environmental risks for language and literacy difficulties.