Efficacy of the Teaching Early Literacy and Language Curriculum With Preschoolers From Low-Income Families.

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY Language Speech and Hearing Services in Schools Pub Date : 2024-07-01 Epub Date: 2024-03-08 DOI:10.1044/2024_LSHSS-23-00140

Shelley I Gray, M Jeanne Wilcox, Mark Reiser

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Abstract

Purpose: The purpose of this study was to test the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for improving the early literacy and oral language skills of preschoolers from low-income families.

Method: In a randomized controlled trial (RCT), TELL was implemented in 30 TELL and 28 business-as-usual classrooms. TELL is a Tier 1 whole-class curriculum package that includes a scope and sequence of instruction, lesson plans and materials, high-quality books, curriculum-based measures (CBMs), and professional development training and coaching.

Results: Implementation fidelity was high; however, due to COVID-19 school closures, we did not collect end-of-year data for our third cohort of teachers. Results indicated significant TELL effects on all code-related CBMs and two code-related distal measures as well as receptive and expressive vocabulary CBMs. No significant differences were found on distal measures of oral language/vocabulary or listening comprehension.

Conclusions: Results of the present study, paired with findings from an earlier TELL RCT with children with developmental speech and/or language impairments, suggest that children enrolled in TELL classrooms achieve higher outcomes on a variety of code-related and vocabulary measures by the end of their final preschool year.

Supplemental material: https://doi.org/10.23641/asha.25345708.

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针对低收入家庭学龄前儿童的早期识字和语言教学课程的有效性。

目的：本研究旨在测试 "早期识字和语言教学（TELL）"课程包对提高低收入家庭学龄前儿童早期识字和口语能力的效果：在随机对照试验（RCT）中，在 30 个 "TELL "教室和 28 个 "一切照旧 "教室中实施了 "TELL "课程。TELL 是一个一级全班课程包，其中包括教学范围和顺序、课程计划和教材、高质量图书、基于课程的衡量标准（CBMs）以及专业发展培训和辅导：实施的保真度很高；但是，由于 COVID-19 学校的关闭，我们没有收集到第三批教师的年终数据。结果表明，TELL 对所有与代码相关的 CBMs 和两个与代码相关的远端测量，以及接受和表达词汇 CBMs 都有明显的效果。在口语/词汇或听力理解的远端测量上，没有发现明显的差异：本研究的结果与早前一项针对有言语和/或语言发育障碍儿童的 TELL RCT 研究结果相吻合，表明参加 TELL 课堂的儿童在学前最后一年结束时，在各种代码相关和词汇量测量方面取得了更高的成绩。补充材料：https://doi.org/10.23641/asha.25345708。

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.