A Systematic Review of Academic Discourse Interventions for School-Aged Children With Language-Related Learning Disabilities
| Autor: | Carly B. Fox, Megan Israelsen, Amy K. Peterson |
|---|---|
| Přispěvatelé: | American Speech - Language - Hearing Association |
| Rok vydání: | 2020 |
| Předmět: |
Linguistics and Language
Adolescent language-related learning disabilities (LLD) media_common.quotation_subject education Psychological intervention Communication Sciences and Disorders Language and Linguistics 030507 speech-language pathology & audiology 03 medical and health sciences Speech and Hearing study design children Reading (process) Academic Performance medicine Humans Generalizability theory Narrative Child intervention media_common Language Disorders Medical education Narration Learning Disabilities 05 social sciences 050301 education Rhetorical modes Critical appraisal Educational research Treatment Outcome Learning disability Language Therapy medicine.symptom 0305 other medical science Psychology 0503 education |
| Zdroj: | Communicative Disorders and Deaf Education Student Research |
| ISSN: | 1558-9129 0161-1461 |
| DOI: | 10.1044/2020_lshss-19-00039 |
| Popis: | Purpose This systematic review synthesized a set of peer-reviewed studies published between 1985 and 2019 and addressed the effectiveness of existing narrative and expository discourse interventions for late elementary– and middle school–aged students with language-related learning disabilities. Method A methodical search of the literature for interventions targeting expository or narrative discourse structure for students aged 9–14 years with group experimental designs identified 33 studies, seven of which met specific criteria to be included in this review. Results An 8-point critical appraisal scale was applied to analyze the quality of the study design, and effect sizes were calculated for six of the seven studies; equivocal to small effects of far-transfer outcomes (i.e., generalizability to other settings) and equivocal to moderate near-transfer outcomes (i.e., within the treatment setting) were identified. The most effective intervention studies provided explicit instruction of expository texts with visual supports and student-generated learning materials (e.g., notes or graphic organizers) with moderate dosage (i.e., 180–300 min across 6–8 weeks) in a one-on-one or paired group setting. Greater intervention effects were also seen in children with reading and/or language disorders, compared to children with overall academic performance difficulties. Conclusions A number of expository discourse interventions showed promise for student use of learned skills within the treatment setting (i.e., near-transfer outcomes) but had limited generalization of skills (i.e., far-transfer outcomes). Supplemental Material https://doi.org/10.23641/asha.12449258 |
| Databáze: | OpenAIRE |
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