A comparison of two oral language facilitation programs for kindergarten children with language impairments

The difference in oral language skill development between language-impaired kindergarten children in a direct intervention group planned and executed by a speech-language pathologist and an indirect intervention parent training group were investigated. Standardized and non-standardized tests were administered prior to and following the programs. The results indicated that the direct intervention group improved in some areas of receptive language, expressive language and early literacy measures while the indirect language group showed improvement in some areas of expressive language development. The findings support service delivery modifications for speech-language pathologists in school board systems.