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.

项目摘要 这项研究的长期目标是翻译多年的联邦资助基础科学的理解力 过程和干预措施为小学时代的儿童提供强大的，基于学校的语言刺激 提高阅读理解。该提议的短期目标是刺激语言和 1年级的1年级儿童的理解技能通过测试A的效率而有阅读理解失败的风险 修改后的小组版本的版本！干预措施，已显示整体上有效 课程课程。让我们知道！系统地针对较低和高级语言技能以提高两者 语言技能和听力理解。提供小组指示可以针对性地关注 那些具有低语言能力的孩子，他们最有差阅读理解的风险，其中许多人 患有发展语言障碍（DLD）。为了实现我们的目标，我们有三个具体的目标：（a） 确定让我们知道的效率！作为学校，小组，以语言为中心的理解 促进有风险的1年级儿童的较低和高级语言技能的干预措施 由于语言低而引起的理解困难，（b）确定让我们知道的效率！促进 由于语言低的语言而有理解困难的孩子的理解能力，以及（c） 确定干预效果通过剂量，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 研究基本发展过程的研究人员之间的合作和多学科合作伙伴关系 与语言和阅读获取以及基于学校的预防和干预有关 语言和阅读技能。我们使用三相方法来完成这项临床试验。阶段1 包括关键的研究活动，以准备在第二阶段的随机进行干预措施 对照试验（RCT）。第2阶段包括一个多站点RCT，以确定让我们知道的效率！作为一个小 小组，以语言为中心的理解干预措施在儿童各自的学校实施。 RCT将符合教育和预防科学高质量效率试验的指南。第三阶段将 在短期和长期中，包括对儿童语言和理解能力的影响的分析 术语，从1年级到3年级以及效果的适度。该建议在三个中具有创新性 主要方式。首先，该提案重点是预防阅读理解失败，大多数儿童 在我们大多数人的阅读指令的重要领域中，很容易受到失败的影响 学校 - 语言和理解能力的明确和系统教学。其次，研究基于 关于理解过程和基于证据的教学实践的基础研究数十年 这些是在美国教育体系中完全适合的实际干预措施。考虑到这一点 由于研究对实践差距，很少实施循证实践，建立干预措施 如果发现有效的话，适合当前的教育系统会增加其实施机会。第三， 该提案考虑了效果的干预和主持人的纵向影响，这两者都具有 对理解过程和干预措施的临床和理论意义。