Interactive book reading to accelerate word learning by children with SLI
互动书籍阅读可加速 SLI 儿童的单词学习
基本信息
- 批准号:8526907
- 负责人:
- 金额:$ 30.68万
- 依托单位:
- 依托单位国家:美国
- 项目类别:
- 财政年份:2013
- 资助国家:美国
- 起止时间:2013-03-01 至 2018-02-28
- 项目状态:已结题
- 来源:
- 关键词:Academic achievementAddressAdultAffectBooksCharacteristicsChildClinicalClinical TrialsDataDistalDoseEducational process of instructingEffectivenessEffectiveness of InterventionsExposure toFailureFamilyFoundationsFrequenciesFutureGoalsGray unit of radiation doseGuidelinesHearingImpairmentInterventionLanguageLanguage DisordersLearningLinkLow incomeMeasuresMemoryOralOutcomeOutcome MeasureParentsPathologistPhasePopulationQuality of lifeReadingRegimenResearchRiceRiskSpeechTestingTimeTrainingTreatment outcomeVariantVocabularyWorkagedbasedesignefficacy testingimprovedinterestkindergartenmeetingspeerpublic health relevanceresearch studyresponseskillsspecific language impairmentsuccessteachertheoriestreatment response
项目摘要
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.
描述(由申请人提供):特定语言障碍(SLI)儿童已知有困难学习新单词,这使他们在未来的阅读障碍和学业失败的风险更大。令人惊讶的是,有几个干预措施的儿童与SLI已经经历了严格的疗效和/或有效性测试的单词学习。拟议研究的长期目标是优化干预措施,对SLI儿童的其他儿童群体的单词学习产生中等至较大的影响。兴趣的干预是互动式阅读,其中成人使用口头阅读作为教授新单词的基础。实现长期目标的第一步是I/II期初步临床试验,其定义为解决未来进行III/IV期连续性临床试验所需的核心设计和临床问题的初步研究,进而确定干预的疗效/有效性。目标1使用I期逐步升级策略,以确定SLI儿童互动式阅读的适当治疗强度。测试的强度是由经验性的单词学习研究所提供的,这些研究表明,SLI儿童需要两到三倍于他们通常发展中的同龄人的暴露来学习新单词。目的2检查与适当治疗强度相关的受益程度,学习所教单词)和远端结果测量(即,学习超出所教的单词)以及根据基于治疗前语言技能的治疗反应的变化。目标3是基于这样一种想法,即有不同的方式来实现相同的治疗强度。对于交互式图书阅读,强度是
对书内的目标词的曝光次数(即,剂量)和通过重复阅读书籍而暴露于目标单词的次数(即,剂量频率)。实验研究和理论都有强有力的证据表明,即使在整体强度相当的情况下,最大化剂量频率的方案也会比最大化剂量的方案产生更好的单词学习效果。目标3将确定SLI儿童单词学习的最佳剂量和剂量频率组合。这项研究可能产生的影响是,将为SLI儿童确定足够强度和有希望的互动式阅读剂量方案,对他们来说,很少有(如果有的话)经过验证的单词学习治疗方法。此外,将确定通过强度和给药方案的操作可以获得的结果类型,确定是否需要进一步优化治疗以满足SLI儿童面临的重大单词学习挑战。最后,由此产生的研究结果将有助于理论的数量需要支持学习,以及理论的学习输入与记忆巩固。具体来说,这项工作通过提供SLI儿童在几个月内学习大量单词的证据来推动这些理论的极限,补充了通常发育中的儿童在几周内学习少量单词的先前数据。
项目成果
期刊论文数量(0)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
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Holly L Storkel其他文献
Holly L Storkel的其他文献
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{{ truncateString('Holly L Storkel', 18)}}的其他基金
Developing a caregiver-administered word learning treatment for children with Developmental Language Disorder (DLD)
为患有发育性语言障碍 (DLD) 的儿童开发一种由看护者管理的单词学习治疗方法
- 批准号:
10281512 - 财政年份:2021
- 资助金额:
$ 30.68万 - 项目类别:
Developing a caregiver-administered word learning treatment for children with Developmental Language Disorder (DLD)
为患有发育性语言障碍 (DLD) 的儿童开发一种由看护者管理的单词学习治疗方法
- 批准号:
10427426 - 财政年份:2021
- 资助金额:
$ 30.68万 - 项目类别:
Interactive book reading to accelerate word learning by children with SLI
互动书籍阅读可加速 SLI 儿童的单词学习
- 批准号:
10166821 - 财政年份:2013
- 资助金额:
$ 30.68万 - 项目类别:
Interactive book reading to accelerate word learning by children with SLI
互动书籍阅读可加速 SLI 儿童的单词学习
- 批准号:
9232127 - 财政年份:2013
- 资助金额:
$ 30.68万 - 项目类别:
Interactive book reading to accelerate word learning by children with SLI
互动书籍阅读可加速 SLI 儿童的单词学习
- 批准号:
8804257 - 财政年份:2013
- 资助金额:
$ 30.68万 - 项目类别:
Interactive book reading to accelerate word learning by children with SLI
互动书籍阅读可加速 SLI 儿童的单词学习
- 批准号:
8613485 - 财政年份:2013
- 资助金额:
$ 30.68万 - 项目类别:
Word Learning in Children: Normal Development and Language Impairment
儿童的单词学习:正常发展和语言障碍
- 批准号:
7410093 - 财政年份:2006
- 资助金额:
$ 30.68万 - 项目类别:
Word Learning in Children: Normal Development and Language Impairment
儿童的单词学习:正常发展和语言障碍
- 批准号:
7614237 - 财政年份:2006
- 资助金额:
$ 30.68万 - 项目类别:
Word Learning in Children: Normal Development and Language Impairment
儿童的单词学习:正常发展和语言障碍
- 批准号:
7073859 - 财政年份:2006
- 资助金额:
$ 30.68万 - 项目类别:
Word Learning in Children: Normal Development and Language Impairment
儿童的单词学习:正常发展和语言障碍
- 批准号:
7207947 - 财政年份:2006
- 资助金额:
$ 30.68万 - 项目类别:
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