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

复杂的科学语言可能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来说尤其如此，包括那些有阅读障碍风险的儿童。这个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。为了分离出有效成分，两种单独的干预措施——一种针对语法，另一种针对词汇——将与仅科学的控制条件进行比较。参与者将是患有特殊语言障碍（SLI）的学龄前儿童和幼儿园儿童，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有特殊语言障碍的中学生和大学生成功获取STEM知识和追求STEM职业的关键。该项目的目标是为了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。该研究涉及随机对照试验，将参与者分配到三种干预条件之一：仅科学，科学+词汇支持和科学+语法支持。以小组探究为基础的科学教学将在这三种情况下发生。科学+词汇条件将包括科学相关词汇的教学，而科学+语法条件将包括与科学探究相关的复杂语法结构的教学。干预和退出阶段的每周测量将针对参与者对所教科学概念的掌握和维护。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过的科学概念和实践的概括。比较不同条件下的结果是为了评估词汇和语法的支持是否能促进科学学习。统计分析将涉及二项混合模型。本项目由美国国家科学基金会EHR核心研究（ECR）项目支持。ECR项目强调在该领域产生基础知识的基础STEM教育研究。投资在至关重要、广泛和持久的关键领域：STEM学习和STEM学习环境，扩大STEM参与，以及STEM劳动力发展。该项目支持积累有力的证据，为理解、构建理论进行解释提供信息，并提出干预和创新建议，以应对STEM兴趣、教育、学习和参与方面的持续挑战。

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.