Efficacy of a Technology-Based Early Language Comprehension Intervention
A Randomized Control Trial
Bibliographic Data
| ID | 21350002 |
|---|---|
| Authors | Kristen L McMaster (0000-0001-9656-4158, University of Minnesota, Minneapolis, USA, corresponding author), Panayiota Kendeou (0000-0002-0392-7659, University of Minnesota, Minneapolis, USA), Jasmine Kim (0000-0002-8195-6367, University of Minnesota, Minneapolis, USA), Reese Butterfu (0000-0001-9326-4176, University of Minnesota), Reese Butterfuss (University of Minnesota, Minneapolis, USA) |
| Year | 2024 |
| Volume | 57 |
| Issue | 3 |
| Pages | 139-152 |
| Publication date | 2024-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Learning Disabilities (JOURNAL) |
| Journal identifiers | ISSN: 0022-2194 • E-ISSN: 1538-4780 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00222194231182974 |
| PMID | 37366054 |
| OpenAlex | W4382182804 |
| Language | EN |
| Citations received | 2 |
| References cited | 46 |
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S. Midwest identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved their inferencing and benefited from scaffolding and feedback provided during the intervention. Students’ pre- to posttest inferencing gains were comparable with those of control students. Female students and those receiving special education services appeared less likely to benefit from TeLCI, whereas multilingual students were more likely to respond. Further work is needed to determine the optimal conditions under which TeLCI will benefit young children
Comprehension · Context (archaeology) · Control (management) · Developmental psychology · Intervention (counseling) · Linguistics · Mathematics education · Medical education · Randomized controlled trial · Reading (process) · Reading comprehension · Teaching method · Vocabulary · Vocabulary development · Artificial Intelligence · Child Development and Digital Technology · Computer Science · Language Development and Disorders · Medicine · Psychology · Reading and Literacy Development
Protocol Analysis
Executive Function and Reading Comprehension
Chapter 9 Toward a Comprehensive Model of Comprehension
Inference making ability and its relation to comprehension failure in young children
Predicting reading comprehension in early elementary school
The Role of Executive Functions in Reading Comprehension
Toward a model of text comprehension and production.
Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children With Learning Disabilities
Coherence Threshold and the Continuity of Processing
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia
Commercially Developed Tests of Reading Comprehension
Introduction to response to intervention
Profiles of children with specific reading comprehension difficulties
| Unique citing works | 2 |
|---|---|
| Citations per year | 1 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |