Efficacy of Let's Know! for Improving Oral Language in First Grade Students
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 22
- 试验地点
- 1
- 主要终点
- Curriculum-Aligned Vocabulary Measure
研究概览
简要总结
Oral language skills are vital for reading comprehension. Some children, however, are at increased risk for reading comprehension difficulties due to underlying oral language deficits. School-based interventions that target children's abilities to understand and produce spoken language have shown positive effects for improving language and reading comprehension of children with typical development and those at-risk for language disorders, so it is likely that they will benefit children with low oral language skills.
The purpose of this study is to examine the efficacy of a small-group intervention for improve language skills in first grade students with low oral language skills.
详细描述
Oral language skills, which consist of both lower-level (vocabulary and grammar) and higher-level skills (inferencing, comprehension monitoring, and text structure knowledge) are crucial for reading comprehension. Children with low oral language skills are at increased risk for negative academic outcomes due to their deficits in understanding and producing language. Multi-component interventions have shown positive effects for improving language comprehension and reading comprehension outcomes of children with typical development and at-risk for language and literacy disorders, and thus may benefit children with low oral language skills.
The purpose of this study is to examine the efficacy of Let's Know!, a small group multi-component intervention, for improving language comprehension skills in first-grade students with low oral language skills. A randomized controlled trial will be employed to compare the language comprehension outcomes for a treatment group compared to a business-as-usual control group.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Single Group
- 主要目的
- Treatment
- 盲法
- None
入排标准
- 年龄范围
- 6 Years 至 8 Years（Child）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •enrolled in first-grade;
- •receive a score of below than 5 on two items on the Student Language Scale (Nelson et al., 2018) or be receiving school speech-language services for language impairment;
- •be proficient in English, per caregiver report;
- •have no other neurological impairments (e.g., intellectual disability, autism) per parent report;
- •have corrected vision;
- •no hearing impairment.
排除标准
- •cannot be enrolled in English-Language Learner services in the school.
研究组 & 干预措施
Intervention
2 units of a multicomponent intervention to improve vocabulary, text structure knowledge, inferencing, and comprehension monitoring within narrative and expository texts.
干预措施: Let's Know! (Behavioral)
结局指标
主要结局
Curriculum-Aligned Vocabulary Measure
时间窗: From enrollment to the end of treatment at 10 weeks of intervention.
Vocabulary measure to assess participants' knowledge of 16 vocabulary words taught during the intervention.
Curriculum-Aligned Inferencing Measure
时间窗: From enrollment to the end of treatment at 10 weeks of intervention.
This measure will examine students' knowledge of making inferences through narrative texts. There are 16 total questions for this measure.
Curriculum-Aligned Comprehension Monitoring Measure
时间窗: From enrollment to the end of treatment at 10 weeks of intervention.
This is a curriculum-aligned measure of comprehension monitoring strategies taught during intervention. There are 4 total questions for this measure.
Curriculum-Aligned Text Structure Knowledge Measure
时间窗: From enrollment to the end of treatment at 10 weeks of intervention.
This is a curriculum-aligned measure of text structure knowledge taught during the intervention. The participant is read a story, is asked to retell the story, and then is asked 3 questions about main events. This occurs twice for a total of 2 retells and 6 comprehension questions.
次要结局
未报告次要终点
研究者
R.J. Risueño
Principal Investigator
Arizona State University