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

项目摘要 这项研究的长期目标是将多年来联邦政府资助的关于理解的基础科学转化为 为小学年龄儿童提供强有力的、以学校为基础的语言刺激的程序和干预措施 来提高阅读理解能力。该提案的短期目标是促进语言和 阅读理解能力的一年级儿童在阅读理解失败的风险，通过测试的有效性， 修改后，小组，版本的让我们知道！干预，这已被证明是有效的整体- 课程设置让我们知道！系统地针对较低和较高水平的语言技能， 语言技能和听力理解。提供小组教学提供了一个有针对性的重点， 那些语言能力低的孩子，他们最有可能阅读理解能力差，其中许多人 发展性语言障碍（DLD）为了达到这个目标，我们有三个具体目标： 确定让我们知道的功效！作为一个以学校为基础的，小团体的，以语言为重点的理解 干预措施，以促进低水平和高水平的语言技能的一年级儿童谁是风险， 理解困难，由于低的语言，（B）确定的功效让我们知道！为推动 由于语言水平低而有理解困难风险的儿童的理解技能，以及（c） 确定剂量、初始语言技能、DLD状态对干预效果的调节程度， 文字阅读技能、非语言智商和家庭社会经济地位。拟议项目涉及一个 研究基本发展过程的研究人员之间的协作和多学科伙伴关系 有关语言和阅读能力的习得以及校本预防和干预， 语言和阅读技能。我们采用三阶段方法来完成这项临床试验。1期 包括关键的研究活动，以准备在第2阶段的随机 对照试验（RCT）。2期包括一项多中心RCT，以确定Let's Know！作为一个小- 小组，语言为重点的理解干预时，在儿童各自的学校实施。的 RCT将符合教育和预防科学高质量疗效试验的指导方针。第三阶段将 包括分析对儿童语言和理解能力的短期和长期影响 术语，从1级到3级以及效果的调节。本建议创新之处有三 主要方式。首先，该建议侧重于预防阅读理解失败，在儿童中最 容易失败，在阅读教学的一个至关重要的领域，是薄弱或失踪，在大多数美国 学校-明确和系统地教授语言和理解技能。第二，研究建立在 几十年来对理解过程和基于证据的教学实践的基础研究， 将这些转变为一种切实可行的干预措施，完全符合美国的教育体系。考虑到 由于研究与实践之间的差距，基于证据的实践很少得到实施， 如果被认为是有效的，那么与当前教育制度相适应将增加其实施的机会。第三、 该提案考虑了干预的纵向影响和效果的调节因素， 理解过程和干预的临床和理论意义。

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.