scholarly journals Early Efficacy of Multitiered Dual-Language Instruction: Promoting Preschoolers’ Spanish and English Oral Language

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285841989788
Author(s):  
Trina D. Spencer ◽  
Meghan Moran ◽  
Marilyn S. Thompson ◽  
Douglas B. Petersen ◽  
M. Adelaida Restrepo
Keyword(s):  
Treatment Group ◽  
Oral Language ◽  
Dual Language ◽  
Language Instruction ◽  
Tier 2 ◽  
School Year ◽  
Group Lessons ◽  
Oral Language Skills ◽  
Tier 2 Intervention ◽  
Cluster Randomized

The purpose of this cluster randomized group study was to investigate the effect of multitiered, dual-language instruction on children’s oral language skills, including vocabulary, narrative retell, receptive and expressive language, and listening comprehension. The participants were 3- to 5-year-old children (n = 81) who were learning English and whose home language was Spanish. Across the school year, classroom teachers in the treatment group delivered large-group lessons in English to the whole class twice per week. For a Tier 2 intervention, the teachers delivered small-group lessons 4 days a week, alternating the language of intervention daily (first Spanish, then English). Group posttest differences were statistically significant, with moderate to large effect sizes favoring the treatment group on all the English proximal measures and on three of the four Spanish proximal measures. Treatment group advantages were observed on Spanish and English norm-referenced standardized measures of language (except vocabulary) and a distal measure of language comprehension.

Scaffolded Academic Conversations: Access to 21st-Century Collaboration and Communication Skills

2018 ◽  
Vol 54 (1) ◽  
pp. 22-30 ◽  
Author(s):  
Tracy G. Spies ◽  
Yunying Xu
Keyword(s):  
Students With Disabilities ◽  
21St Century ◽  
Oral Language ◽  
Language Instruction ◽  
National Standards ◽  
Essential Components ◽  
21St Century Learning Skills ◽  
Oral Language Skills ◽  
Collaboration And Communication ◽  
Learning English

Communication and collaboration are essential components of 21st-century learning skills. In response, national standards have increased attention on these competencies through rigorous speaking and listening requirements. Mastery of these standards is contingent on academic oral language development. Oral language not only is the foundation for communication and collaboration skills, but also plays a prominent role in students’ academic achievement. For students with disabilities, these standards pose specific challenges as they are often characterized as having poor oral language skills. The challenges are further compounded for students who are also learning English. Effective language instruction for students who are learning English includes multiple opportunities for lengthy interactions and incorporates instructional scaffolds to support language delays students with disabilities may have. This article presents an instructional sequence to scaffold academic conversations for students with disabilities who are learning English, leading toward grade-level speaking standards.

Linguistic and reading comprehension in simultaneous dual language instruction: Evidence against unitary constructs

2017 ◽  
Vol 23 (1) ◽  
pp. 118-137 ◽  
Author(s):  
Robert Savage ◽  
Adriana Pace
Keyword(s):  
Reading Comprehension ◽  
Language Comprehension ◽  
Listening Comprehension ◽  
Dual Language ◽  
Language Instruction ◽  
French Immersion ◽  
Reading Processes ◽  
School Year ◽  
Language Groups ◽  
L1 And L2

Aims and Objectives/Purpose/Research Questions: This paper describes a study investigating the relationships between reading and listening comprehension in a simultaneous dual language instruction context. We explored whether listening and reading comprehension are unitary constructs across the first language (L1) and the second language (L2). Design/Methodology/Approach: Listening comprehension and reading comprehension measures were administered twice over a school year in English and French. Data and Analysis: Stepwise regression analyses were undertaken with 206 typical children in grade 4 classrooms in French Immersion programs. Findings/Conclusions: Analyses showed listening comprehension in the L1 and listening comprehension in the L2 both independently predicted reading comprehension concurrently. Reading comprehension in the L1 and reading comprehension in the L2 both predicted reading comprehension in the L1 and L2 longitudinally and symmetrically within, as well as across, home language groups. Originality and Significance/Implications: Findings suggest that listening comprehension and reading comprehension are not unitary constructs and possibly suggest synergistic recruitment of distinct L1 and L2 listening comprehension and reading comprehension resources in dual language comprehension, as suggested by the Development Interdependence Hypothesis. Both dual language policy and school-based practices might be enhanced through collaborative planning and activities that support this natural interdependence of component reading processes across languages, while also being aware that language comprehension abilities may not be at comparable levels across L1s and L2s by grade 4 in immersion contexts.

A Conceptual Replication Study of the Enhanced Core Reading Instruction MTSS-Reading Model

2020 ◽  
pp. 001440292095376
Author(s):  
Hank Fien ◽  
Nancy J. Nelson ◽  
Keith Smolkowski ◽  
Derek Kosty ◽  
Marissa Pilger ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Reading Skills ◽  
Word Reading ◽  
Controlled Trial ◽  
Tier 2 ◽  
Early Readers ◽  
Word Level ◽  
Tier 2 Intervention ◽  
Cluster Randomized ◽  
Core Reading

States are increasingly recommending that districts and schools use multi-tiered systems of support (MTSS) to improve reading outcomes for all students. States have also suggested MTSS is a viable service delivery model in response to new state legislation to screen, identify, and treat students with word-level reading disability (i.e., dyslexia). One model of MTSS that utilizes Enhanced Core Reading Instruction (ECRI MTSS), has demonstrated significant increases in students’ early acquisition of foundational reading skills (Smith et al., 2016). The purpose of this study was to conduct a conceptual replication of the Smith’s (2016) original impact study. In a cluster-randomized controlled trial, 44 schools were randomly assigned to the ECRI MTSS treatment or a business-as-usual (BAU) MTSS control condition. Across conditions, 754 students were assigned to receive Tier 2 intervention in addition to Tier 1 instruction. Impact data indicate moderate to strong effects on student decoding, word reading, and fluency skills for students in the ECRI MTSS schools. Results suggest that schools can use ECRI MTSS to improve foundational reading skills for struggling early readers, including students with or at risk for word-level reading disabilities (i.e., dyslexia).

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

2021 ◽  
pp. 1-25
Author(s):  
Douglas B. Petersen ◽  
Maureen Staskowski ◽  
Trina D. Spencer ◽  
Matthew E. Foster ◽  
Mollie Paige Brough
Keyword(s):  
Randomized Controlled Trial ◽  
Treatment Group ◽  
Controlled Trial ◽  
Written Language ◽  
Tier 2 ◽  
Language Support ◽  
Randomized Controlled ◽  
Personal Stories ◽  
Tier 1 ◽  
Tier 2 Intervention

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.

Testing Oral Language Skills via the Computer

2013 ◽  
Vol 18 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Jerry W. Larson
Keyword(s):  
Oral Language ◽  
Language Skills ◽  
Oral Language Skills

scholarly journals Oral sentence generation training to improve fifth and 10th graders’ writing

2020 ◽  
Author(s):  
Barbara Arfé ◽  
Federica Festa ◽  
Lucia Ronconi ◽  
Gaia Spicciarelli
Keyword(s):  
Oral Language ◽  
Controlled Trial ◽  
Fifth Graders ◽  
Language Intervention ◽  
Sentence Generation ◽  
Written Text ◽  
Tenth Graders ◽  
Text Quality ◽  
10Th Grade ◽  
Cluster Randomized

AbstractText generation—the mental translation of ideas into language at word, sentence, and discourse levels—involves oral language abilities. However, oral language skills are rarely a target of writing interventions. We ran an intervention to improve fifth and 10th graders’ written production through the development of oral sentence generation (grammatical and syntactic) skills. One hundred and fifteen students—68 fifth graders (four classrooms) and 47 tenth graders (four classrooms)—participated in a stepped-wedge cluster-randomized controlled trial. Two fifth-grade classrooms (n = 35) and two 10th-grade classrooms (n = 20) received nine 90-min sessions (3 weeks, three sessions a week) of oral language intervention immediately after the pretest (experimental groups); the two other fifth- (n = 33) and 10th-grade classrooms (n = 27) received business-as-usual writing instruction and received a delayed oral language intervention after the posttest (waiting list group). The intervention consisted of team-based games to improve oral sentence generation and sentence reformulation skills. We assessed written sentence generation, written sentence reformulation, written text quality (macrostructure and language), and text writing fluency before (pretest) and after (posttest) the intervention and 5 weeks after the intervention (follow-up). The results showed that training on oral sentence generation skills can lead to significant gains in both sentence generation and sentence reformulation skills and text macrostructural quality. Improvement at the sentence level was, however, significant only for the younger writers (fifth graders).

Sign in / Sign up

Export Citation Format

Share Document