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Translating research into school-based practice via small-group, language-focused comprehension intervention

通过小组、以语言为中心的理解干预将研究转化为校本实践

基本信息

批准号：
10541200
负责人：
TIFFANY P HOGAN
金额：
$ 65.27万
依托单位：
MGH INSTITUTE OF HEALTH PROFESSIONS
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-01-01 至 2025-12-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10541200
关键词：
Age Area Basic Science Child Child Language Clinical Clinical Trials Communication impairment Complex Comprehension Developmental Process Education Educational Curriculum Educational process of instructing Evidence based practice Failure Family Foundations Funding Goals Grant Guidelines Head Human Individual Instruction Intervention Language Language Development Disorders Methods Mission National Institute on Deafness and Other Communication Disorders Oral Outcome Phase Population Prevention Printing Process Prognosis Public Health Quality of life Randomized, Controlled Trials Reading Research Research Activity Research Personnel Risk Schools Science Site Socioeconomic Status System Translating base clinical practice comprehension skill dosage efficacy evaluation efficacy testing efficacy trial elementary school evidence base implementation intervention improved innovation intervention effect language comprehension listening comprehension literacy multidisciplinary non-verbal reading comprehension research to practice skills

项目摘要

PROJECT SUMMARY The long-term goal of this research is to translate years of federally-funded basic science on comprehension processes and interventions to provide elementary-age children with strong, school-based language stimulation to improve reading comprehension. The short-term goal of this proposal is to stimulate language and comprehension skills in Grade 1 children at risk for reading comprehension failure by testing the efficacy of a modified, small-group, version of the Let's Know! intervention, which has shown to be efficacious as a whole- class curriculum. Let's Know! systematically targets lower- and higher-level language skills to improve both language skills and listening comprehension. Delivering small-group instruction affords a targeted focus on those children with low language abilities who are most at risk for poor reading comprehension, many of whom have Developmental Language Disorder (DLD). To accomplish our goal, we have three specific aims: (a) determine the efficacy of Let's Know! as a school-based, small-group, language-focused comprehension intervention for promoting the lower-and higher-level language skills of Grade 1 children who are at risk for comprehension difficulties due to low language, (b) determine the efficacy of Let's Know! for promoting the comprehension skills of children who are at risk for comprehension difficulties due to low language, and (c) determine the extent to which intervention effects are moderated by dosage, initial language skill, DLD status, word reading skill, nonverbal IQ, and family socioeconomic status. The proposed project involves a collaborative and multi-disciplinary partnership among researchers who study basic developmental processes pertaining to language and reading acquisition as well as school-based prevention and intervention to support language and reading skills. We use a three-phase approach to accomplish this clinical trial. Phase 1 encompasses key research activities to ready the intervention for implementation in Phase 2's randomized controlled trial (RCT). Phase 2 comprises a multisite RCT to determine the efficacy of Let's Know! as a small- group, language-focused comprehension intervention when implemented at children's respective schools. The RCT will meet guidelines for high-quality efficacy trials in education and prevention science. Phase 3 will comprise analyses of impacts on children's language and comprehension skills, in both the short- and long- term, from Grade 1 through Grade 3 as well as moderation of effects. This proposal is innovative in three primary ways. First, the proposal focuses on prevention of reading comprehension failure, in children most vulnerable to failure, in a crucially important area of reading instruction that is weak or missing in most US schools – explicit and systematic teaching of language and comprehension skills. Second, the study builds on decades of basic research on comprehension processes and evidence-based pedagogical practices to translate these into a practical intervention that fits squarely within the US educational system. Considering that evidence-based practices are rarely implemented due to research-to-practice gaps, building the intervention to fit in the current educational system increases its chance of implementation, if found to be efficacious. Third, the proposal considers longitudinal impacts of the intervention and moderators of the effect, which has both clinical and theoretical implications for comprehension processes and interventions.

项目总结