语境化,多组件语言教学:从理论到随机对照试验
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
概括
支持语言和识字知识 (SKILL) 干预改善了语言和识字困难 (LLDs) 的学生的口头和书面讲故事和理解能力. 这些收益在不同学生群体的随访中得到了持续.
科学领域:
- 语音语言病理学 语言病理学
- 教育心理学教育心理学
- 应用语言学应用语言学
背景情况:
- 语言和识字困难 (LLDs) 的学生需要有效的干预.
- 需要多组件的语境化语言干预 (CLI) 来实现可衡量的学术影响.
- 支持语言和识字知识 (SKILL) 计划是小学学生的补充叙事干预.
研究的目的:
- 审查技能干预措施的理论基础.
- 描述SKILL组件的代开发过程和进度监测.
- 总结一项随机对照试验的研究结果,评估SKILL的疗效.
- 讨论影响多元组件语言干预成功实施的因素.
主要方法:
- 一项随机对照试验涉及357名1至4年级的LLD学生.
- 学生被分配到技能干预或对照组.
- 训练有素的语音语言病理学家,教师和特殊教育工作者在小组中提供了SKILL课程.
- 干预涉及30分钟的课程,重点是叙事技巧.
主要成果:
- 与对照组相比,SKILL参与者在口头和书面讲故事和理解方面表现得明显更好.
- 这些积极的结果在治疗后立即观察到,并在5个月的随访后观察到.
- 干预效应在不同语言能力和语言状态的学生中是一致的.
结论:
- 多组件CLI显示出改善LLD学生的教育成果的希望.
- 技能计划的开发和严格的测试为未来的干预提供了一个模型.
- 这种方法旨在增强面临语言和识字挑战的学生的沟通和教育成果.
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