Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial.
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S. Midwest identified as at risk of comprehension difficulties were assigned...
| Publicado en: | Journal of Learning Disabilities Vol. 57; no. 3; pp. 139 - 153 |
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| Autores principales: | , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Sage Publications Inc.
May/Jun2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=177479467&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177479467 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00222194 LED jtl: Journal of Learning Disabilities issn: 00222194 maglogo: Y pubinfo: dt: May/Jun2024 vid: 57 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 177479467 164544364 177479467 177479467 10.1177/00222194231182974 177479467 ppf: 139 ppct: 14 formats: tig: atl: Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial. aug: au: McMaster, Kristen L. Kendeou, Panayiota Kim, Jasmine Butterfuss, Reese affil: University of Minnesota, Minneapolis, USA. sug: subj: Technology Language Processing In Infancy and Childhood Early Intervention Reading Disorders In Infancy and Childhood Human Randomized Controlled Trials Random Assignment Students, Elementary Schools, Elementary Midwestern United States Midwestern United States Vocabulary Videorecording Feedback Female Male Education, Special Multilingualism Descriptive Statistics Reading Teachers Language Tests Child Confidence Intervals Scales Funding Source Child: 6-12 years Female Male ab: We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S. Midwest identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved their inferencing and benefited from scaffolding and feedback provided during the intervention. Students’ pre- to posttest inferencing gains were comparable with those of control students. Female students and those receiving special education services appeared less likely to benefit from TeLCI, whereas multilingual students were more likely to respond. Further work is needed to determine the optimal conditions under which TeLCI will benefit young children. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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