Understanding the impact of the Talk with Tales for Children (TWiTCH) programme on preschool children's language skills and on nursery practitioners' story reading behaviours

Plain English summary of protocol

Background and study aims
Early language and communication skills are important for children’s learning and later life outcomes. Children with weaker communication skills in the early years often achieve less well at school. This gap can continue into secondary school and adulthood. Children from disadvantaged backgrounds are more likely to start school with language delays, and this gap often grows over time.
The Talk with Tales for Children (TWiTCH) programme aims to improve language and communication skills for children aged 3–4 years in nursery. The programme helps early years practitioners use story time more effectively to support children’s language development. TWiTCH trains practitioners to use “dialogic reading”, which means encouraging children to talk about stories. Practitioners read traditional stories each day and use structured activities to prompt discussion.
Practitioners deliver nine story cycles with each cycle based on a different story, each lasting three weeks. Sessions take place daily for 10–15 minutes in small groups of up to 10 children. Each cycle includes:
• Week 1: Helping children understand the story and discuss characters and events.
• Week 2: Encouraging deeper discussion through activities based on choices and moral dilemmas in the story.
• Week 3: Supporting children to use their story knowledge in play, with extra help for those who need it.
The programme includes initial training and ongoing coaching to support practitioners.
A small earlier study showed that nurseries found TWiTCH acceptable and easy to deliver. Practitioners reported greater confidence and improved practice in supporting children’s language. They also used more discussion during story time. Practitioners felt that children’s language and confidence improved.
This study will now test how well TWiTCH works using a more robust approach (a randomised controlled trial) in a larger number of nurseries. It will measure children’s language and communication skills, including their ability to tell stories. It will also examine how the programme changes practitioners’ story-reading behaviours.

Who can participate?
The study will involve nurseries in the North West, Midlands and Yorkshire in England. These nurseries must:
• offer funded places for 3–4-year-olds
• have at least 15 children aged 3–4 years attending for at least 15 hours per week
• not be taking part in other Education Endowment Foundation research projects targeted at Early Years
• have the staffing and space to deliver the programme in groups of up to 10 children
The study will include:
• children aged 3–4 years who attend these nurseries for at least 15 hours per week in the year before school
• nursery practitioners who work with these children

What does the study involve?
This study uses a randomised controlled trial. This means we will compare:
• nurseries delivering the TWiTCH programme
• nurseries continuing their usual practice
We will randomly assign nurseries to one of these groups.
Before the programme starts, researchers will assess children’s language using the LanguageScreen assessment.
Nurseries in the TWiTCH group will then:
• receive training and support from a coach
• receive a set of nine storybooks and related activities
• deliver the programme over 27 weeks (nine three-week cycles)
At the end of the programme, researchers will assess all children again using:
• LanguageScreen (language skills)
• the Bus Story assessment (narrative skills)
Researchers will carry out these assessments one-to-one with each child in the nursery.
We will also follow children into school. At the end of Reception, we will use their Early Years Foundation Stage Profile scores, provided by teachers and accessed through the National Pupil Database. This will show whether the programme has longer-term benefits and supports school readiness.
The study will also examine how practitioners read stories. In a sample of 50 nurseries, two practitioners will record a story session with a group of 8–10 children. Researchers will analyse these recordings to look at:
• how often practitioners prompt children to talk
• how much practitioners talk compared to children
We will also study how nurseries use and experience the programme. This will include:
• observing training and coaching sessions
• interviewing practitioners
• case studies of practice
Nurseries in the TWiTCH group will receive £575 as a thank you payment. Nurseries in the usual practice group will receive £1000.

What are the possible benefits and risks of participating?
The programme may improve children’s language skills and school readiness. It may also help practitioners develop their knowledge and practice in supporting language development.
There is a small risk that children may feel uncomfortable when completing assessments. Researchers present these as games, and most children enjoy taking part.

Where is the study run from?
Durham University (UK) – Evaluation Team
Sheffield Hallam University (UK) – Delivery Team
Navigator Insight (UK) - Deliver child assessments

When is the study starting and how long is it expected to run for?
March 2026 to December 2028

Who is funding the study?
Education Endowment Foundation (EEF)

Who is the main contact?
Victoria Menzies, victoria.menzies@durham.ac.uk

Contact information

Study information

Eligibility

Locations

Countries of recruitment

• United Kingdom
• England

Study participating centres

Results and Publications

Study outputs

Additional files

50337_Protocol_v.1.0_23March2026.pdf

Protocol file

50337_PIS_v3_08July2026.pdf

Participant information sheet

Editorial Notes

23/09/2026: Study’s existence confirmed by the Education Ethics Committee, Durham University, UK.