Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities
Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities
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DOI：
10.1080/02671522.2022.2065526
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发表时间：
2022-04-29
影响因子：
2.7
通讯作者：
Snowling, Mj
中科院分区：
文献类型：
--
作者：
Newbury, Df;Mesa, C.;Snowling, Mj
英国的研究表明，侧重于语言和识字前技能的多成分干预可以提高儿童的阅读和语言技能。然而，简单地翻译这些节目可能不会在不同的社区产生同样的效果。其原因是多方面的，包括干预方案本身的理由和内容以外的因素。了解这些因素对于创建跨环境推广的方案至关重要。在这次审查中，我们反映了在两个阅读和语言干预方案在南美洲遇到的挑战，以确定社区和文化背景因素，可以影响教育计划的实施和可扩展性。我们利用我们的研究结果来开发一个教育特定的框架，以指导高质量的循证语言和识字干预方法的开发和实施。我们的模式指导不同背景下的实施实践，并强调证据基础和沟通的重要性。
Research in the UK suggests that multi-componential interventions focusing on language and pre-literacy skills can improve children's reading and language skills. However, simple translations of such programmes may not produce equivalent effects in diverse communities. The reasons for this are multi-faceted and include factors beyond the rationale and content of the intervention programmes themselves. Understanding these factors is critical for creating programmes that will generalise across settings. In this review, we reflect upon challenges encountered in two reading and language intervention programmes in South America to identify community and cultural contextual factors that can influence the implementation and scalability of educational programmes. We use our findings to develop an education-specific framework to guide the development and implementation of high-quality evidence-based approaches to language and literacy intervention. Our model guides implementation practices in diverse contexts and stresses the importance of the evidence-base and communication.