Evaluating the Efficacy of a Narrative Language Intervention for Bilingual Students.

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Bibliographic Details
Title:	Evaluating the Efficacy of a Narrative Language Intervention for Bilingual Students.
Authors:	Capin, Philip¹ pcapin@utexas.edu, Vaughn, Sharon¹, Gillam, Sandra Laing², Fall, Anna-Maria¹, Roberts, Gregory¹, Israelsen-Augenstein, Megan³, Holbrook, Sarai⁴, Wada, Rebekah⁵, Dille, Jordan⁶, Hall, Colby⁷, Gillam, Ronald B.²
Source:	American Journal of Speech-Language Pathology. Nov2023, Vol. 32, p2999-3020. 22p.
Subject Terms:	Phonological awareness, Multilingualism, Communicative competence, Comparative grammar, Written communication, Reading, Professional practice, Semantics, Evaluation of human services programs, English language, Evidence-based medicine, Research funding, Descriptive statistics, Secondary analysis
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. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	10580360
DOI:	10.1044/2023_AJSLP-21-00185