Development of language-based comprehension intervention.
The aims of Study 2 are:
- To define and develop multiple instantiations of language-based comprehension intervention (two instantiations x 5 grade levels) that will increase language development, background knowledge, and listening and reading comprehension in PK through G3 pupils;
- To improve the interventions through a systematic and iterative process involving feasibility trials and pilot testing to arrive at two fully manualized instantiations of language-based comprehension interventions for each grade level, ready for controlled trials in Study 3; and
- To develop valid and reliable measures of treatment fidelity for each of the instantiations that fully represents the key features of change.
LARRC, Pratt, A. & Logan, J. (2014). Improving language-focused comprehension instruction in primary-grade classrooms: impacts of the let’s know! experimental curriculum. Educational Psychology Review, 26, 357-377. doi:10.1007/s10648-014-9275-1
LARRC. (2016). Use of the curriculum research framework (CRF) for developing a reading-comprehension curricular supplement for the primary grades. Elementary School Journal, 116.
LARRC, Arthur, A.M., & Davis, D.L. (2016). A Pilot Study of the Impact of Double-Dose Robust Vocabulary Instruction on Children’s Vocabulary Growth. Journal of Research on Educational Effectiveness, 9:2, 173-200, DOI: 10.1080/19345747.2015.1126875
LARRC, Johanson, M., & Arthur, A. (2015). Improving the language skills of Pre-Kindergarten students: Preliminary impacts of the Let’s Know! experimental curriculum. Child and Youth Care Forum. doi: 10.1007/s10566-015-9332-z
Hogan, T.P. and the Language and Reading Research Consortium (2012, October). Measuring the effectiveness of reading comprehension interventions. International Reading Comprehension Symposium, University of Canterbury, Christchurch, New Zealand.
Gray, S. & the Language and Reading Research Consortium (October, 2012). Fidelity of the LARRC Reading Comprehension Interventions. Invited presentation to the International Reading Comprehension Symposium, Christchurch, New Zealand.
Restrepo, M. A. and the LARRC consortium (2012, October). A model of language intervention for improving reading comprehension: A focus on preschool dual language learners. Invited presentation at the International Symposium of Reading Comprehension. Christchurch, New Zealand.
Gray, S., & LARRC (October, 2015). Development and Efficacy of the Let’s Know! Curriculum Supplement for Improving Oral Language and Listening comprehension in Preschool through Third Grade. Talk presented at the 3rd Annual Evidence-Based Practice in Disability Disciplines Conference, Phoenix, AZ.