Improving Oral and Written Narration and Reading Comprehension of Children At-Risk for Language and Literacy Difficulties: Results of a Randomized Clinical Trial
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| Title: | Improving Oral and Written Narration and Reading Comprehension of Children At-Risk for Language and Literacy Difficulties: Results of a Randomized Clinical Trial |
|---|---|
| Language: | English |
| Authors: | Gillam, Sandra Laing (ORCID |
| Source: | Grantee Submission. 2022. |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Center for Education Research (NCER) (ED/IES) |
| Contract Number: | R305A170111 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, At Risk Students, Language Impairments, Reading Difficulties, Narration, Oral Language, Written Language, Reading Comprehension, Randomized Controlled Trials, Intervention, Reading Tests |
| Assessment and Survey Identifiers: | Gates MacGinitie Reading Tests |
| DOI: | 10.1037/edu0000766 |
| Abstract: | Narration has been shown to be a foundational skill for literacy development in school-age children. Elementary teachers routinely conduct classroom lessons that focus on reading decoding and comprehension, but they rarely provide instruction in oral narration (Hall et al., 2021). This multisite randomized controlled trial was designed to rigorously evaluate the efficacy of the "Supporting Knowledge of Language and Literacy" ("SKILL") intervention program for improving oral narrative comprehension and production. Three hundred fifty-seven students who were at-risk for language and literacy difficulties in Grades 1-4 in 13 schools across seven school districts were randomly assigned to the "SKILL" treatment condition or a business as usual (BAU) control condition. "SKILL" was provided to small groups of two to four students in 36 thirty-minute lessons across a 3-month period. Multilevel modeling with students nested within teachers and teachers nested within schools revealed students who received the "SKILL" treatment significantly outperformed students in the BAU condition on measures of oral narrative comprehension and production immediately after treatment. Oral narrative production for the "SKILL" treatment group remained significantly more advanced at follow-up testing conducted 5 months after intervention ended. Improvements in oral narration generalized to a measure of written narration at posttest and the treatment advantage was maintained at follow-up. Grade level did not moderate effects for oral narration, but it did for reading comprehension, with a higher impact for students in grades 3 and 4. [This is the online version of an article published in "Journal of Educational Psychology."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | ED622886 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED622886 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED622886 AccessLevel: 3 PubType: Report PubTypeId: report PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Improving Oral and Written Narration and Reading Comprehension of Children At-Risk for Language and Literacy Difficulties: Results of a Randomized Clinical Trial – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gillam%2C+Sandra+Laing%22">Gillam, Sandra Laing</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4401-4669">0000-0003-4401-4669</externalLink>)<br /><searchLink fieldCode="AR" term="%22Vaughn%2C+Sharon%22">Vaughn, Sharon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8305-5549">0000-0001-8305-5549</externalLink>)<br /><searchLink fieldCode="AR" term="%22Roberts%2C+Greg%22">Roberts, Greg</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7680-8757">0000-0002-7680-8757</externalLink>)<br /><searchLink fieldCode="AR" term="%22Capin%2C+Philip%22">Capin, Philip</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4955-9879">0000-0003-4955-9879</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fall%2C+Anna-Maria%22">Fall, Anna-Maria</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6257-6684">0000-0002-6257-6684</externalLink>)<br /><searchLink fieldCode="AR" term="%22Israelsen-Augenstein%2C+Megan%22">Israelsen-Augenstein, Megan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0560-5351">0000-0003-0560-5351</externalLink>)<br /><searchLink fieldCode="AR" term="%22Holbrook%2C+Sarai%22">Holbrook, Sarai</searchLink><br /><searchLink fieldCode="AR" term="%22Wada%2C+Rebekah%22">Wada, Rebekah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8654-007X">0000-0002-8654-007X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hancock%2C+Allison%22">Hancock, Allison</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3529-3811">0000-0003-3529-3811</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fox%2C+Carly%22">Fox, Carly</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1344-4965">0000-0003-1344-4965</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dille%2C+Jordan%22">Dille, Jordan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5110-8973">0000-0002-5110-8973</externalLink>)<br /><searchLink fieldCode="AR" term="%22Magimairaj%2C+Beula+M%2E%22">Magimairaj, Beula M.</searchLink><br /><searchLink fieldCode="AR" term="%22Gillam%2C+Ronald+B%2E%22">Gillam, Ronald B.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0106-1908">0000-0003-0106-1908</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2022. – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Center for Education Research (NCER) (ED/IES) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: R305A170111 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22At+Risk+Students%22">At Risk Students</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Impairments%22">Language Impairments</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+Language%22">Oral Language</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+Controlled+Trials%22">Randomized Controlled Trials</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22Gates+MacGinitie+Reading+Tests%22">Gates MacGinitie Reading Tests</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1037/edu0000766 – Name: Abstract Label: Abstract Group: Ab Data: Narration has been shown to be a foundational skill for literacy development in school-age children. Elementary teachers routinely conduct classroom lessons that focus on reading decoding and comprehension, but they rarely provide instruction in oral narration (Hall et al., 2021). This multisite randomized controlled trial was designed to rigorously evaluate the efficacy of the "Supporting Knowledge of Language and Literacy" ("SKILL") intervention program for improving oral narrative comprehension and production. Three hundred fifty-seven students who were at-risk for language and literacy difficulties in Grades 1-4 in 13 schools across seven school districts were randomly assigned to the "SKILL" treatment condition or a business as usual (BAU) control condition. "SKILL" was provided to small groups of two to four students in 36 thirty-minute lessons across a 3-month period. Multilevel modeling with students nested within teachers and teachers nested within schools revealed students who received the "SKILL" treatment significantly outperformed students in the BAU condition on measures of oral narrative comprehension and production immediately after treatment. Oral narrative production for the "SKILL" treatment group remained significantly more advanced at follow-up testing conducted 5 months after intervention ended. Improvements in oral narration generalized to a measure of written narration at posttest and the treatment advantage was maintained at follow-up. Grade level did not moderate effects for oral narration, but it did for reading comprehension, with a higher impact for students in grades 3 and 4. [This is the online version of an article published in "Journal of Educational Psychology."] – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: CodeSource Label: IES Funded Group: SrcInfo Data: Yes – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: ED622886 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1037/edu0000766 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 Subjects: – SubjectFull: Elementary School Students Type: general – SubjectFull: At Risk Students Type: general – SubjectFull: Language Impairments Type: general – SubjectFull: Reading Difficulties Type: general – SubjectFull: Narration Type: general – SubjectFull: Oral Language Type: general – SubjectFull: Written Language Type: general – SubjectFull: Reading Comprehension Type: general – SubjectFull: Randomized Controlled Trials Type: general – SubjectFull: Intervention Type: general – SubjectFull: Reading Tests Type: general – SubjectFull: Gates MacGinitie Reading Tests Type: general Titles: – TitleFull: Improving Oral and Written Narration and Reading Comprehension of Children At-Risk for Language and Literacy Difficulties: Results of a Randomized Clinical Trial Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gillam, Sandra Laing – PersonEntity: Name: NameFull: Vaughn, Sharon – PersonEntity: Name: NameFull: Roberts, Greg – PersonEntity: Name: NameFull: Capin, Philip – PersonEntity: Name: NameFull: Fall, Anna-Maria – PersonEntity: Name: NameFull: Israelsen-Augenstein, Megan – PersonEntity: Name: NameFull: Holbrook, Sarai – PersonEntity: Name: NameFull: Wada, Rebekah – PersonEntity: Name: NameFull: Hancock, Allison – PersonEntity: Name: NameFull: Fox, Carly – PersonEntity: Name: NameFull: Dille, Jordan – PersonEntity: Name: NameFull: Magimairaj, Beula M. – PersonEntity: Name: NameFull: Gillam, Ronald B. IsPartOfRelationships: – BibEntity: Dates: – D: 08 M: 09 Type: published Y: 2022 Titles: – TitleFull: Grantee Submission Type: main |
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