Effects of a two-generation preschool programme on receptive language skill in low-income Canadian children

Karen Benzies, Nancy Edwards, Suzanne Tough, Kimberly Nagan, Richelle Mychasiuk, Leslie Anne Keown, Carlene Donnelly

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10 Citations (Scopus)


We evaluated the effectiveness of a two-generation preschool programme (centrebased early childhood education, parenting education and family support) on receptive language skills in children living in culturally diverse families with low income. Using a with-in subject pre-test/post-test design, children (N = 112) showed a statistically significant improvement in receptive language skill as measured by the Peabody Picture Vocabulary Test, Third Edition. At post-test, the children continued to score below typically developing children of the same age. There were no statistically significant differences on receptive language skill with regard to child gender, culture, caregiver education, nor involvement in child welfare services. Only for children of Aboriginal ancestry (n = 40) was the amount of time spent in the programme significantly correlated with the amount of positive change in receptive language skill. When designing early intervention programmes for families with low income, targeting the specific needs of cultural sub-groups may improve outcomes.

Original languageEnglish
Pages (from-to)397-412
Number of pages16
JournalEarly Child Development and Care
Issue number3
Publication statusPublished - 1 Apr 2011


  • Cross-cultural comparison
  • Family
  • Intervention studies
  • Language
  • Poverty
  • Preschool

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