The effects of a multi-tiered system of language support on oral narrative language, writing, and reading comprehension in India
Bibliographic Data
| ID | 21590065 |
|---|---|
| Authors | Brenna Scadden Nelson (Brigham Young University, corresponding author), Douglas B Petersen (0000-0003-2675-4217, Brigham Young University, corresponding author), Anuradha Rai (Ambience Public School, Gurgaon, India) |
| Year | 2022 |
| Volume | 36 |
| Issue | 1 |
| Pages | 74-94 |
| Publication date | 2022-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2021.1898633 |
| OpenAlex | W3136454473 |
| Language | EN |
| References cited | 21 |
Background: Children in India are among the lowest performing students on international reading comprehension and writing assessments. Oral language instruction may improve these literacy outcomes. Aim: This pilot study investigated whether a multi-tiered system of language support (MTSLS) improved oral narrative language comprehension, reading comprehension, and writing in second and third grade students in India. Methods & Procedures: There were 121 second and third grade participants in this quasi-experimental study. Twelve classrooms were randomly assigned to a treatment, an alternate-treatment, or a no-treatment control condition. The treatment group participated in 8 weeks of multi-tiered Story Champs oral language intervention, the alternate-treatment group participated in 8 weeks of shared storybook intervention, and the no-treatment group served as a control. Teachers in India received training and feedback from researchers in the U.S. using videoconferencing. Videoconferencing was also used to deliver the small group, tier-2 Story Champs intervention. Results: Results indicated that students who received Story Champs instruction had significantly higher scores across all outcomes compared to the students in the alternate-treatment and in the no-treatment control groups. Conclusions: This pilot study indicates that oral narrative MTSLS instruction may help students in India improve their oral language, reading comprehension, and writing performance
Comprehension · Linguistics · Literacy · Mathematics education · Medical education · Narrative · Pedagogy · Reading comprehension · Computer Science · EFL/ESL Teaching and Learning · Medicine · Psychology · Reading and Literacy Development · Writing and Handwriting Education
| Highly cited | No |
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