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Improving STEM Outcomes for Young Children with Language Learning Disabilities by Intervening at the Intersection of Language and Scientific Thought

通过干预语言和科学思维的交叉点，改善有语言学习障碍的幼儿的 STEM 成果

基本信息

批准号：
1661166
负责人：
Karla McGregor
金额：
$ 109.09万
依托单位：
University of Iowa
依托单位国家：
美国
项目类别：
Continuing Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-09-01 至 2017-10-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1661166&HistoricalAwards=false
关键词：
Improving STEM Outcomes Young Children

项目摘要

The sophisticated language of science can be a barrier to the learning of science, and this is especially true for children whose abilities to produce and comprehend language are deficient, including children at risk for dyslexia. The purpose of this project is to test interventions that have the potential to ameliorate language as a barrier to science learning. To isolate the active ingredient, two separate interventions - one addressing grammar and the other addressing vocabulary - will be compared to a science only control condition. The participants will be preschoolers and kindergarteners who have specific language impairment (SLI), a prevalent condition that impedes the development of vocabulary and grammar. Early intervention could be key to preparing future secondary and post-secondary students with SLI for the successful acquisition of STEM knowledge and the pursuit of STEM careers. The project goals are intended to better understand how to improve these students' learning trajectories before significant gaps in scientific knowledge have developed. Integration of supports for science-relevant grammar and vocabulary into early science curricula may be a viable approach.The research involves randomized controlled trial with assignment of participants to one of three intervention conditions: science only, science + vocabulary supports, and science + grammar supports. Small-group inquiry-based science instruction will occur in all three conditions. The science + vocabulary condition will include instruction on science-related vocabulary words whereas the science + grammar condition will include a focus on complex grammatical constructions relevant to scientific inquiry. Weekly measures during the intervention and withdrawal phases will target participants' mastery and maintenance of taught science concepts. Additional measures administered before and after the intervention phase will target participants' generalization to untaught science concepts and practices. Comparisons of outcomes between conditions are intended to assess whether supports for vocabulary and grammar improve science learning. Statistical analysis will involve binomial mixed models.This project is supported by NSF's EHR Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. The program supports the accumulation of robust evidence to inform efforts to understand, build theory to explain, and suggest intervention and innovations to address persistent challenges in STEM interest, education, learning and participation.

复杂的科学语言可能会成为学习科学的障碍，对于那些产生和理解语言能力不足的儿童，包括有阅读障碍风险的儿童来说，尤其如此。该项目的目的是测试有可能改善语言作为科学学习障碍的干预措施。为了分离活性成分，将两种单独的干预-一种寻址语法和另一种寻址词汇-与仅科学对照条件进行比较。参与者将是学龄前儿童和患有特定语言障碍（SLI）的儿童，这是一种阻碍词汇和语法发展的普遍情况。早期干预可能是帮助未来的中学和中学后学生成功获得STEM知识和追求STEM职业的关键。项目目标旨在更好地了解如何在科学知识出现重大差距之前改善这些学生的学习轨迹。将科学相关语法和词汇的支持整合到早期科学课程中可能是一种可行的方法。本研究采用随机对照试验，将参与者分配到三种干预条件之一：科学，科学+词汇支持，科学+语法支持。在这三种情况下，都将进行小组探究式科学教学。科学+词汇条件将包括与科学相关的词汇，而科学+语法条件将包括对与科学探究相关的复杂语法结构的关注。在干预和退出阶段的每周措施将针对参与者掌握和维持所教的科学概念。在干预阶段之前和之后实施的其他措施将针对参与者对未教授的科学概念和实践的概括。条件之间的结果比较旨在评估是否支持词汇和语法提高科学学习。统计分析将涉及二项混合模型。这个项目是由NSF的EHR核心研究（ECR）计划的支持。ECR计划强调基础STEM教育研究，产生该领域的基础知识。投资是在关键领域是必不可少的，广泛的和持久的：干学习和干学习环境，扩大参与干，干劳动力发展。该计划支持积累强有力的证据，为理解，建立理论解释，并建议干预和创新，以解决STEM兴趣，教育，学习和参与方面的持续挑战提供信息。