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A Reading Comprehension Intervention for Dual Language Learners With Weak Language and Reading Skills.

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Title: A Reading Comprehension Intervention for Dual Language Learners With Weak Language and Reading Skills.
Authors: Sanabria, Ashley Adams1 aadams2@sdsu.edu, Restrepo, Maria Adelaida2, Walker, Erin3, Glenberg, Arthur2
Source: Journal of Speech, Language & Hearing Research. Feb2022, Vol. 65 Issue 2, p738-759. 22p. 1 Color Photograph, 6 Charts, 6 Graphs.
Subject Terms: *Reading comprehension ability testing, *Language ability testing, *Reading intervention, *Multilingualism, *Comparative studies, *Educational outcomes, Randomized controlled trials
Abstract: Purpose: We evaluated the efficacy of a reading comprehension intervention with dual language learners (DLLs) with documented English reading comprehension difficulties, half of whom had a developmental language disorder. The intervention EMBRACE (Enhanced Moved by Reading to Accelerate Comprehension in English) required children to move images on an iPad to both improve and demonstrate understanding of multichapter stories. Additionally, we determined the characteristics of students who most benefit from the intervention. Method: Fifty-six participants in second to fifth grades were randomly assigned to one of two groups: (a) Spanish support intervention or (b) Spanish support control. Outcome measures included performance on comprehension questions related to the intervention texts, two transfer texts with no strategy instruction, and the Gates-MacGinitie Reading Tests–Fourth Edition Reading Comprehension subtest administered pre- and post-intervention. Results: Multilevel hierarchical linear models were used to account for nesting of question within child within classroom. For this group of DLLs, the overall intervention effect was not statistically significant. However, the intervention was most effective with narrative (vs. expository) texts and easy (vs. more difficult) texts. DLLs with lower initial English reading abilities (decoding and comprehension) benefited more from the intervention than those with stronger reading skills. Conclusions: The EMBRACE intervention has promise for use with DLLs with low baseline decoding and comprehension skills, particularly in early elementary grades. Future research should aim to match text difficulty with child skills when introducing new comprehension strategies to maximize benefit from the intervention. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: A Reading Comprehension Intervention for Dual Language Learners With Weak Language and Reading Skills.
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  Data: <searchLink fieldCode="AR" term="%22Sanabria%2C+Ashley+Adams%22">Sanabria, Ashley Adams</searchLink><relatesTo>1</relatesTo><i> aadams2@sdsu.edu</i><br /><searchLink fieldCode="AR" term="%22Restrepo%2C+Maria+Adelaida%22">Restrepo, Maria Adelaida</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Walker%2C+Erin%22">Walker, Erin</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Glenberg%2C+Arthur%22">Glenberg, Arthur</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Feb2022, Vol. 65 Issue 2, p738-759. 22p. 1 Color Photograph, 6 Charts, 6 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension+ability+testing%22">Reading comprehension ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+intervention%22">Reading intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: We evaluated the efficacy of a reading comprehension intervention with dual language learners (DLLs) with documented English reading comprehension difficulties, half of whom had a developmental language disorder. The intervention EMBRACE (Enhanced Moved by Reading to Accelerate Comprehension in English) required children to move images on an iPad to both improve and demonstrate understanding of multichapter stories. Additionally, we determined the characteristics of students who most benefit from the intervention. Method: Fifty-six participants in second to fifth grades were randomly assigned to one of two groups: (a) Spanish support intervention or (b) Spanish support control. Outcome measures included performance on comprehension questions related to the intervention texts, two transfer texts with no strategy instruction, and the Gates-MacGinitie Reading Tests–Fourth Edition Reading Comprehension subtest administered pre- and post-intervention. Results: Multilevel hierarchical linear models were used to account for nesting of question within child within classroom. For this group of DLLs, the overall intervention effect was not statistically significant. However, the intervention was most effective with narrative (vs. expository) texts and easy (vs. more difficult) texts. DLLs with lower initial English reading abilities (decoding and comprehension) benefited more from the intervention than those with stronger reading skills. Conclusions: The EMBRACE intervention has promise for use with DLLs with low baseline decoding and comprehension skills, particularly in early elementary grades. Future research should aim to match text difficulty with child skills when introducing new comprehension strategies to maximize benefit from the intervention. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1044/2021_JSLHR-21-00266
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              Text: Feb2022
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