Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Language and Cognition01:27

Language and Cognition

343
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
343
Language Development01:22

Language Development

358
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
358
Group Design02:01

Group Design

8.9K
The most basic experimental design involves two groups: the experimental group and the control group. The two groups are designed to be the same except for one difference— experimental manipulation. The experimental group gets the experimental manipulation—that is, the treatment or variable being tested—and the control group does not. Since experimental manipulation is the only difference between the experimental and control groups, we can be sure that any differences between...
8.9K
Blinding01:11

Blinding

2.4K
Blinding is a commonly used method of not telling participants which treatment a subject is receiving. Blinding is a critical part of a randomized control trial or RCT. It reduces the bias that affects the results. In an RCT, blinding is used in the form of a placebo. A placebo effect occurs when untreated subjects falsely believe they have received the treatment and report improved symptoms. A placebo or a dummy treatment is administered to subjects to negate the bias caused by such an effect.
2.4K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Using latent profiles to evaluate response to a language-based intervention.

Annals of dyslexia·2026
Same author

An Extensive Reading Intervention for Emergent Bilingual Students With Significant Reading Difficulties in Middle School.

Remedial and special education : RASE·2026
Same author

A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading Difficulties.

Journal of learning disabilities·2026
Same author

Optimizing Measurement of Communication in Autistic Children and Their Caregivers: Dependability of the Caregiver-Child Interaction.

Autism research : official journal of the International Society for Autism Research·2026
Same author

The Reading Anxiety Scale for children: Development and psychometric properties.

School psychology (Washington, D.C.)·2026
Same author

The Impact of Whole-Classroom Narrative Interventions on Children's Narrative Language Development.

Language, speech, and hearing services in schools·2025
Same journal

Temporal Processing and Literacy Skills in Children With Hearing Aids.

Language, speech, and hearing services in schools·2026
Same journal

Exploring Personal Narrative Coherence in 10-Year-Old Children: A Global Study Using the Global TALES Protocol.

Language, speech, and hearing services in schools·2026
Same journal

The Unique Voice Profile of Children With Auditory Brainstem Implants: A Novel Study on Voice Onset Time.

Language, speech, and hearing services in schools·2026
Same journal

Evaluating Childhood Apraxia of Speech in Cantonese-Speaking Children: A Tutorial Based on Available Evidence.

Language, speech, and hearing services in schools·2026
Same journal

"It's My Way of Being a Person": A Preliminary Interprofessional Inquiry Into the Social-Emotional Needs of Elementary Students With Communication Disorders.

Language, speech, and hearing services in schools·2026
Same journal

Enhancing Writing Assessment With Automated Tools: An Exploratory Analysis of Third-Grade Narratives Using ScriptSense.

Language, speech, and hearing services in schools·2026
See all related articles

Related Experiment Video

Updated: Jun 28, 2025

Transcranial Direct Current Stimulation tDCS of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition
12:49

Transcranial Direct Current Stimulation tDCS of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition

Published on: July 13, 2019

16.9K

Contextualized, Multicomponent Language Instruction: From Theory to Randomized Controlled Trial.

Sandra L Gillam1, Ronald B Gillam1, Beula M Magimairaj1

  • 1Early Childhood Education and Research Center, Utah State University, Logan.

Language, Speech, and Hearing Services in Schools
|April 19, 2024
PubMed
Summary
This summary is machine-generated.

The Supporting Knowledge in Language and Literacy (SKILL) intervention improved oral and written storytelling and comprehension in students with language and literacy difficulties (LLDs). These gains were sustained at follow-up across diverse student groups.

More Related Videos

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

7.5K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

6.8K

Related Experiment Videos

Last Updated: Jun 28, 2025

Transcranial Direct Current Stimulation tDCS of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition
12:49

Transcranial Direct Current Stimulation tDCS of Wernicke's and Broca's Areas in Studies of Language Learning and Word Acquisition

Published on: July 13, 2019

16.9K
Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

7.5K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

6.8K

Area of Science:

  • Speech-language pathology
  • Educational psychology
  • Applied linguistics

Background:

  • Students with language and literacy difficulties (LLDs) require effective interventions.
  • Multicomponent contextualized language interventions (CLIs) are needed for measurable academic impacts.
  • The Supporting Knowledge in Language and Literacy (SKILL) program is a supplementary narrative intervention for elementary students.

Purpose of the Study:

  • Review the theoretical underpinnings of the SKILL intervention.
  • Describe the iterative development process of SKILL's components and progress monitoring.
  • Summarize findings from a randomized controlled trial evaluating SKILL's efficacy.
  • Discuss factors influencing the successful implementation of multicomponent language interventions.

Main Methods:

  • A randomized controlled trial involved 357 students in Grades 1-4 with LLDs.
  • Students were assigned to either the SKILL intervention or a control group.
  • Trained speech-language pathologists, teachers, and special educators delivered the SKILL curriculum in small groups.
  • Intervention involved 30-minute lessons focused on narrative skills.

Main Results:

  • SKILL participants showed significantly greater improvements in oral and written storytelling and comprehension compared to controls.
  • These positive outcomes were observed immediately post-treatment and at a 5-month follow-up.
  • Intervention effects were consistent across students with varying language abilities and language statuses.

Conclusions:

  • Multicomponent CLIs show promise for improving educational outcomes in students with LLDs.
  • The SKILL program's development and rigorous testing provide a model for future interventions.
  • This approach aims to enhance communicative and educational results for students facing language and literacy challenges.