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会成为学习科学的障碍，对于语言产生和理解能力不足的儿童尤其如此，包括有阅读困难风险的儿童。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。为了分离有效成分，两种不同的干预--一种涉及语法，另一种涉及词汇--将与仅限于科学的对照条件进行比较。参与者将是有特殊语言障碍(SLI)的学龄前儿童和幼儿园儿童，SLI是一种普遍存在的阻碍词汇和语法发展的疾病。早期干预可能是使未来的中学生和大专学生为成功获得STEM知识和从事STEM职业生涯做好准备的关键。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。将与科学相关的语法和词汇支持整合到早期科学课程中可能是一种可行的方法。研究包括随机对照试验，参与者被分配到三种干预条件之一：仅支持科学、支持科学+词汇和支持科学+语法。在这三种情况下，都会出现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重点。干预和退出阶段的每周措施将以参与者掌握和保持教授的科学概念为目标。在干预阶段之前和之后实施的额外措施将针对参与者对未教授的科学概念和实践的概括。对不同条件下的结果进行比较，意在评估对词汇和语法的支持是否会改善科学学习。统计分析将涉及二项混合模型。该项目由NSF的EHR核心研究(ECR)计划支持。ECR计划强调基础STEM教育研究，以产生该领域的基础知识。在基本、广泛和持久的关键领域进行投资：STEM学习和STEM学习环境，扩大STEM的参与，以及STEM劳动力发展。该计划支持积累强有力的证据，为理解、构建解释理论和建议干预和创新提供信息，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.