The Narrative Language Performance of Three Types of At-Risk First-Grade Readers.
Purpose: This study investigated the narrative language performance of 3 types of readers who had been identified as being at risk through code-based response-to-intervention (RTI) procedures. Method: In a retrospective group comparison, 32 at-risk 1st-grade readers were identified: children who res...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 43; no. 2; pp. 205 - 222 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Apr2012
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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=74126702&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 74126702 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Apr2012 vid: 43 iid: 2 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 74126702 104547921 104547921 10.1044/0161-1461(2011/11-0024) 74126702 ppf: 205 ppct: 17 formats: fmt: @attributes: type: P tig: atl: The Narrative Language Performance of Three Types of At-Risk First-Grade Readers. aug: au: Allen, Melissa M. Ukrainetz, Teresa A. Carswell, Alisa L. affil: University of Wyoming, Laramie sug: subj: Early Intervention Methods Learning Disorders Classification Narratives Evaluation Risk Assessment Methods Human Retrospective Design Child Individuals with Disabilities Education Act Reading Language Disorders Descriptive Statistics Analysis of Variance Comparative Studies Multivariate Analysis of Variance Outcome Assessment Language Tests Child: 6-12 years ab: Purpose: This study investigated the narrative language performance of 3 types of readers who had been identified as being at risk through code-based response-to-intervention (RTI) procedures. Method: In a retrospective group comparison, 32 at-risk 1st-grade readers were identified: children who resolved without intervention (early resolvers, n = 11), children who met criterion following 4 weeks of intervention (good responders, n = 8), and children who failed to meet criterion following 4 weeks of intervention (poor responders, n = 13). A narrative retell and a norm-referenced language test were obtained before intervention. Results: There were no significant differences between the 3 learner types on the language test. However, the narratives of the good responders were significantly higher than the narratives of the other 2 groups on total number of words, number of different words, and number of communication units. The narratives of early resolvers and good responders differed significantly on the productivity index, number of coordinating conjunctions, and number of episodic elements. There were no other significant differences. Conclusion: Types of learners distinguished by a code-based RTI model showed differences in their narrative language. First graders who responded well to code-based reading intervention retold stories that contained more language and better story grammar than first graders who did not respond well to intervention. These results indicate the need to evaluate narrative language performance within RTI, especially for early resolvers. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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