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The Effects of a Multitiered System of Language Support on Kindergarten Oral and Written Language: A Large-Scale Randomized Controlled Trial

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Title: The Effects of a Multitiered System of Language Support on Kindergarten Oral and Written Language: A Large-Scale Randomized Controlled Trial
Language: English
Authors: Petersen, Douglas B. (ORCID 0000-0003-2675-4217), Staskowski, Maureen, Spencer, Trina D. (ORCID 0000-0002-3531-8276), Foster, Matthew E., Brough, Mollie Paige
Source: Language, Speech, and Hearing Services in Schools. Jan 2022 53(1):44-68.
Availability: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Peer Reviewed: Y
Page Count: 25
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Kindergarten, Young Children, Language Acquisition, Narration, Personal Narratives, Story Telling, Expository Writing, Randomized Controlled Trials, Oral Language, Written Language, Intervention, Large Group Instruction, Small Group Instruction, Outcomes of Education
DOI: 10.1044/2021_LSHSS-20-00162
ISSN: 0161-1461
Abstract: Purpose: The purpose of this randomized controlled trial was to examine the effects of a multitiered system of language support (MTSLS) on kindergarteners' narrative retelling, personal stories, writing, and expository language. Method: Participants were 686 kindergarten students from four school districts in the United States. Twenty-eight classrooms were randomly assigned to treatment (n = 337 students) or control (n = 349 students) conditions. The treatment group received 14 weeks of oral narrative language instruction using "Story Champs," a multitiered language program. Classroom teachers delivered large group (Tier 1) instruction for 15-20 min a day for 4 weeks. After this short-duration whole-class instruction, speech-language pathologists began small group "Story Champs" (Tier 2) intervention with a random sample of students who did not make adequate progress from the large group instruction (n = 49). These students received Tier 2 intervention for 20 min twice a week in addition to continued Tier 1 instruction. Results: Results indicated that the students in the treatment group had significantly higher scores on all outcome measures compared to the students in the control group. Analyses of outcomes from the 49 students who received Tier 2 intervention compared to a matching sample of at-risk control students revealed that the treatment group had significantly higher scores on narrative retells, personal stories, and expository retells. When compared to matched average-performing and advanced-performing control peers, the students who received Tier 2 intervention had significantly higher narrative retell scores and no longer had significantly lower personal story, expository, or writing scores. Conclusion: This effectiveness study demonstrated that MTSLS can lead to meaningful improvements in kindergarteners' oral and written language skills, even helping at-risk students catch up to high-achieving peers.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1330371
Database: ERIC
FullText Links:
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IllustrationInfo
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  Data: The Effects of a Multitiered System of Language Support on Kindergarten Oral and Written Language: A Large-Scale Randomized Controlled Trial
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Petersen%2C+Douglas+B%2E%22">Petersen, Douglas B.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2675-4217">0000-0003-2675-4217</externalLink>)<br /><searchLink fieldCode="AR" term="%22Staskowski%2C+Maureen%22">Staskowski, Maureen</searchLink><br /><searchLink fieldCode="AR" term="%22Spencer%2C+Trina+D%2E%22">Spencer, Trina D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3531-8276">0000-0002-3531-8276</externalLink>)<br /><searchLink fieldCode="AR" term="%22Foster%2C+Matthew+E%2E%22">Foster, Matthew E.</searchLink><br /><searchLink fieldCode="AR" term="%22Brough%2C+Mollie+Paige%22">Brough, Mollie Paige</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language%2C+Speech%2C+and+Hearing+Services+in+Schools%22"><i>Language, Speech, and Hearing Services in Schools</i></searchLink>. Jan 2022 53(1):44-68.
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  Label: Availability
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  Data: American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
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  Data: 2022
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  Data: Journal Articles<br />Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Narratives%22">Personal Narratives</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Expository+Writing%22">Expository Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+Controlled+Trials%22">Randomized Controlled Trials</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="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Large+Group+Instruction%22">Large Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Small+Group+Instruction%22">Small Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1044/2021_LSHSS-20-00162
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0161-1461
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The purpose of this randomized controlled trial was to examine the effects of a multitiered system of language support (MTSLS) on kindergarteners' narrative retelling, personal stories, writing, and expository language. Method: Participants were 686 kindergarten students from four school districts in the United States. Twenty-eight classrooms were randomly assigned to treatment (n = 337 students) or control (n = 349 students) conditions. The treatment group received 14 weeks of oral narrative language instruction using "Story Champs," a multitiered language program. Classroom teachers delivered large group (Tier 1) instruction for 15-20 min a day for 4 weeks. After this short-duration whole-class instruction, speech-language pathologists began small group "Story Champs" (Tier 2) intervention with a random sample of students who did not make adequate progress from the large group instruction (n = 49). These students received Tier 2 intervention for 20 min twice a week in addition to continued Tier 1 instruction. Results: Results indicated that the students in the treatment group had significantly higher scores on all outcome measures compared to the students in the control group. Analyses of outcomes from the 49 students who received Tier 2 intervention compared to a matching sample of at-risk control students revealed that the treatment group had significantly higher scores on narrative retells, personal stories, and expository retells. When compared to matched average-performing and advanced-performing control peers, the students who received Tier 2 intervention had significantly higher narrative retell scores and no longer had significantly lower personal story, expository, or writing scores. Conclusion: This effectiveness study demonstrated that MTSLS can lead to meaningful improvements in kindergarteners' oral and written language skills, even helping at-risk students catch up to high-achieving peers.
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  Data: EJ1330371
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      – Type: doi
        Value: 10.1044/2021_LSHSS-20-00162
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 44
    Subjects:
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Narration
        Type: general
      – SubjectFull: Personal Narratives
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      – SubjectFull: Story Telling
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      – SubjectFull: Expository Writing
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      – SubjectFull: Randomized Controlled Trials
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      – SubjectFull: Oral Language
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      – SubjectFull: Written Language
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      – SubjectFull: Small Group Instruction
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      – SubjectFull: Outcomes of Education
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      – TitleFull: The Effects of a Multitiered System of Language Support on Kindergarten Oral and Written Language: A Large-Scale Randomized Controlled Trial
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