Interactive book reading to accelerate word learning by children with SLI

描述（由申请人提供）：患有特殊语言障碍（SLI）的儿童在学习新单词方面存在困难，这使得他们未来的阅读障碍和学业失败的风险更大。令人惊讶的是，对于特殊语言障碍儿童的单词学习，很少有干预措施经过了严格的功效和/或有效性测试。所提出的研究的长期目标是优化对其他儿童群体的特殊语言障碍儿童的单词学习具有中等到较大影响的干预措施。兴趣的干预是互动阅读，成人用口头阅读给孩子作为教新单词的基础。迈向长期目标的第一步是I/II期初步临床试验，它被定义为解决未来进行III/IV期最终临床试验所需的核心设计和临床问题的初步研究，进而确定干预措施的功效/有效性。目标1使用第一阶段升级策略来研究特殊语言障碍儿童互动阅读的适当治疗强度。测试的强度是根据经验的单词学习研究得出的，这些研究表明，患有特殊语言障碍的儿童需要比正常发育的同龄人多两到三倍的接触来学习新单词。目的2从近端（即学习教过的单词）和远端结果测量（即学习教过的单词之外的内容）以及基于治疗前语言技能的治疗反应变化方面，检查与适当治疗强度相关的益处程度。目标3是基于实现相同治疗强度的不同方法。对于互动式阅读，强度是一个函数

DESCRIPTION (provided by applicant): Children with Specific Language Impairment (SLI) are known to have difficulty learning new words, which places them at greater risk for future reading impairments and academic failure. Surprisingly, there are few interventions for word learning by children with SLI that have undergone rigorous efficacy and/or effectiveness testing. The long-term goal of proposed research is to optimize an intervention with moderate to large effects on word learning by other populations of children for children with SLI. The intervention of interest is interactive book reading, where an adult uses oral reading to a child as a foundation for teaching new words. The first step towards the long-term goal is this Phase I/II Preliminary Clinical Trial, which is defined as a preliminary study addressing core design and clinical issues necessary to the future conduct of a Phase III/IV Definitive Clinical Trial that, in turn, establises the efficacy/effectiveness of the intervention. Aim 1 uses a Phase I escalation strategy to hone in on an adequate treatment intensity of interactive book reading for children with SLI. The intensities to be tested are informed by empirical word learning studies showing that children with SLI need two to three times as many exposures as their typically developing peers to learn new words. Aim 2 examines the extent of benefit associated with the adequate treatment intensity in terms of both proximal (i.e., learning the taught words) and distal outcome measures (i.e., learning beyond the taught words) and in terms of the variation in response to treatment based on pre-treatment language skills. Aim 3 is based on the idea that there are different ways of achieving the same treatment intensity. For interactive book reading, intensity is a function of the number of exposures to target words within a book (i.e., dose) and the number of exposures to target words via repeated readings of a book (i.e., dose frequency). There is strong evidence from experimental studies and theory suggesting that a regimen that maximizes dose frequency will yield better word learning outcomes than a regimen that maximizes dose, even when the overall intensity is equivalent. Aim 3 will identify the best combination of dose and dose frequency for word learning by children with SLI. The likely impact of this research is that an adequate intensity and promising dosing regimen of interactive book reading will be identified for children with SLI, for whom there are few (if any) proven treatments for word learning. Moreover, the types of outcomes that can be attained through manipulation of intensity and dosing regimen will be identified, determining whether further optimization of the treatment is needed to meet the significant word learning challenges faced by children with SLI. Lastly, the resulting findings will contribute to theories concerning the number of exemplars needed to support learning as well as theories of learning from input versus memory consolidation. Specifically, the work pushes the limits of these theories by providing evidence from children with SLI learning large numbers of words over several months, supplementing prior data from typically developing children learning small numbers of words over a few weeks.