| Title: |
Evaluating the Efficacy of a Narrative Language Intervention for Bilingual Students |
| Language: |
English |
| Authors: |
Philip Capin (ORCID 0000-0003-4955-9879); Sharon Vaughn (ORCID 0000-0001-8305-5549); Sandra Laing Gillam (ORCID 0000-0003-4401-4669); Anna-Maria Fall (ORCID 0000-0002-6257-6684); Gregory Roberts (ORCID 0000-0003-3063-0559); Megan Israelsen-Augenstein (ORCID 0000-0003-0560-5351); Sarai Holbrook (ORCID 0000-0002-9650-7919); Rebekah Wada (ORCID 0000-0002-8654-007X); Jordan Dille (ORCID 0000-0002-5110-8973); Colby Hall (ORCID 0000-0002-0779-1322); Ronald B. Gillam (ORCID 0000-0003-0106-1908) |
| Source: |
Grantee Submission. 2023. |
| Peer Reviewed: |
Y |
| Page Count: |
58 |
| Publication Date: |
2023 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A170111 |
| Document Type: |
Reports - Research |
| Education Level: |
Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2; Grade 3; Grade 4; Intermediate Grades |
| Descriptors: |
Intervention; At Risk Students; Literacy; Reading Comprehension; Language Proficiency; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Program Evaluation; Oral Language; Written Language; Monolingualism; English; Bilingualism; English (Second Language) |
| DOI: |
10.1044/2023_AJSLP-21-00185 |
| Abstract: |
Purpose: This study examines the narrative language and reading outcomes of monolingual and bilingual students who received instruction with the Supporting Knowledge in Language and Literacy (SKILL) program, a narrative language intervention. Method: The main effects of the SKILL program were evaluated in a randomized controlled trial in which students (N = 355) who were at risk for English language and literacy difficulties were randomized to the SKILL intervention or a business-as-usual instruction. This article reports secondary analyses examining the efficacy of SKILL for bilingual (n = 148) and monolingual (n = 207) students who completed measures of oral and written narrative language and reading comprehension in English. Results: Moderation results showed that the effects of SKILL did not differ for monolinguals and bilinguals across most narrative language measures and did not vary for monolinguals or bilinguals based on their pre-intervention language performance. Conclusion: These findings that suggest a language-based approach to improving narrative production and comprehension yielded similar results for monolinguals and bilinguals and that neither monolinguals nor bilinguals in this study needed to meet a certain threshold of English language proficiency to benefit from the intervention. [This paper was published in "American Journal of Speech-Language Pathology" v32 n6 p2999-3020 2023.] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2024 |
| Accession Number: |
ED646752 |
| Database: |
ERIC |