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

• 批准号: 10042180
• 负责人: TIFFANY P HOGAN
• 金额: $ 69.07万
• 依托单位: MGH INSTITUTE OF HEALTH PROFESSIONS
• 依托单位国家: 美国
• 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/10042180
• 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; Institutes; Instruction; Intervention; Language; Language Development Disorders; Methods; Mission; National Institute on Deafness and Other Communication Disorders; Oral; Outcome; Phase; Population; Prevention; Process; Prognosis; Public Health; Quality of life; Randomized Controlled Trials; Reading; Research; Research Activity; Research Personnel; Risk; Schools; Science; Socioeconomic Status; System; Translating; Wood material; base; clinical practice; comprehension skill; dosage; efficacy testing; efficacy trial; elementary school; evidence base; implementation intervention; improved; innovation; intervention effect; language comprehension; listening comprehension; literacy; multidisciplinary; pedagogy; reading comprehension; research to practice; skills

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 这项研究的长期目标是将多年来联邦政府资助的基础科学在理解方面 为小学儿童提供强有力的基于学校的语言刺激的过程和干预措施 来提高阅读理解能力。这项提议的短期目标是刺激语言和 一年级阅读理解失败高危儿童的理解能力 修改的，小团体，让我们知道的版本！干预，这已被证明是整体有效的- 班级课程。让我们知道！系统地以较低和较高水平的语言技能为目标，以提高两者 语言技能和听力理解能力。提供小组教学提供了有针对性的重点 那些语言能力低下的孩子，他们中的许多人阅读理解能力差的风险最大 患有发展性语言障碍(DLD)。为了实现我们的目标，我们有三个具体目标： 确定让我们知道的效果！作为以学校为基础、小组为基础、以语言为重点的理解 促进一年级高危儿童低级和高级语言技能的干预 由于语言水平低导致理解困难，(B)决定了《让我们知道》的效果！为了促进 因语言能力低下而有理解困难风险的儿童的理解能力；及(三) 确定干预效果受剂量、初始语言技能、DLD状态、 单词阅读技能、非语言智商和家庭社会经济地位。拟议的项目涉及一项 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 关于语言和阅读习得以及以学校为基础的预防和干预 语言和阅读能力。我们使用三阶段方法来完成这项临床试验。阶段1 包括关键的研究活动，为第二阶段的干预措施做好准备。S随机 对照试验(RCT)。第二阶段包括一项多站点随机对照试验，以确定让我们知道！作为一个小的- 在儿童各自的学校实施以语言为重点的集体理解干预。这个 RCT将符合教育和预防科学中高质量疗效试验的指导方针。第三阶段将 包括对儿童语言和理解技能的影响的分析，无论是短期的还是长期的 学期，从一年级到三年级，以及效果的调节。这项提议在三个方面具有创新性 主要方式。首先，该建议侧重于预防阅读理解失败，在儿童中最多 容易失败，在阅读教学的一个至关重要的领域，在大多数美国人来说是薄弱的或缺失的 学校--明确而系统地教授语言和理解技能。其次，这项研究建立在 数十年来对理解过程和基于证据的翻译教学实践的基础研究 这些都变成了一种实际干预，完全符合美国的教育体系。考虑到 由于研究到实践的差距，基于证据的实践很少实施，建立干预措施以 适应当前的教育系统增加了其实施的机会，如果被发现是有效的。第三, 该提案考虑了干预的纵向影响和影响的调节因素，这两者都具有 对理解过程和干预的临床和理论影响。