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.

项目概要 这项研究的长期目标是将多年联邦资助的基础科学转化为理解 为小学生提供强烈的、以学校为基础的语言刺激的过程和干预措施 该提案的短期目标是激发语言和阅读理解能力。 通过测试以下方法的有效性，评估有阅读理解失败风险的一年级儿童的理解能力： 修改后的小组版本的“让我们知道！”干预措施已被证明总体上是有效的- 让我们知道！系统地针对低级和高级语言技能进行提高。 提供小组教学有针对性地关注语言技能和听力理解。 那些语言能力低下的儿童最有可能阅读理解能力较差，其中许多人 患有发展性语言障碍 (DLD) 为实现我们的目标，我们有三个具体目标：(a) 确定 Let's Know 作为以学校为基础的小组、以语言为中心的理解活动的有效性 旨在促进有以下风险的一年级儿童的低级和高级语言技能的干预措施 由于语言水平较低而导致理解困难，(b) 确定“让我们知道！”的功效 由于语言水平较低而面临理解困难风险的儿童的理解能力，以及 (c) 确定干预效果受剂量、初始语言技能、DLD 状态调节的程度， 单词阅读能力、非语言智商和家庭社会地位 拟议项目涉及一个。 研究基本发育过程的研究人员之间的协作和多学科伙伴关系 有关语言和阅读习得以及基于学校的预防和干预以支持 我们采用三阶段方法来完成这一临床试验。 包括关键的研究活动，为第二阶段的随机干预措施的实施做好准备 对照试验（RCT）包括多中心随机对照试验，以确定“让我们知道！”的疗效。 在儿童各自的学校实施以小组为重点的语言理解干预。 RCT 将符合教育和预防科学第 3 阶段高质量疗效试验的指南。 包括短期和长期对儿童语言和理解技能的影响分析 学期，从一年级到三年级以及效果调节 该提案在三个方面具有创新性。 首先，该提案的重点是预防阅读理解失败，尤其是儿童。 在美国大多数国家薄弱或缺失的阅读教学的一个至关重要的领域，很容易失败 学校——语言和理解技能的明确和系统的教学。 数十年关于理解过程和基于证据的教学实践的基础研究 考虑到这一点，这些都是完全适合美国教育体系的实际干预措施。 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，建立干预措施 如果发现有效的话，适合当前的教育体系会增加其实施的机会。 该提案考虑了干预措施的纵向影响和影响的调节因素，这两者都有 对理解过程和干预的临床和理论意义。