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The Efficacy of Let's Know!2 for Imp...

Risueno, R. J.,

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The Efficacy of Let's Know!2 for Improving Oral Language Outcomes in First-Grade Students At-Risk for Developmental Language Disorder /

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Efficacy of Let's Know!2 for Improving Oral Language Outcomes in First-Grade Students At-Risk for Developmental Language Disorder // R. J Risueno.
Author:	Risueno, R. J.,
Description:	1 electronic resource (97 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
Subject:	Speech therapy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31998009
ISBN:	9798314877050

The Efficacy of Let's Know!2 for Improving Oral Language Outcomes in First-Grade Students At-Risk for Developmental Language Disorder /
Risueno, R. J.,

The Efficacy of Let's Know!2 for Improving Oral Language Outcomes in First-Grade Students At-Risk for Developmental Language Disorder /R. J Risueno. - 1 electronic resource (97 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

Purpose: Children with developmental language disorder (DLD) are at risk for reading comprehension difficulties due to deficits in oral and written language. Small-group multicomponent language interventions have shown promise in increasing language and reading comprehension skills in students at risk for language and literacy disorders. However, evidence on their efficacy for early elementary students at risk for DLD is limited. This study aimed to evaluate the efficacy of Let's Know!2, a multicomponent tier 2 language intervention, for improving oral language of first-graders with typical development and at risk for DLD.Methods: A randomized controlled trial design compared the efficacy of Let's Know!2 to an at-risk business-as-usual (BAU) group and a group with typical development. Participants in the Let's Know!2 at risk treatment condition (n = 11) and typical language group (n = 4) completed 42 small-group lessons of 20 minutes approximately four days per week. Participants were assessed at pre-test, mid-intervention, and post-intervention on curriculum-aligned measures (CAMS) of vocabulary, inferencing, comprehension monitoring, and text structure knowledge.Results: Within-group analyses indicated that the at-risk intervention group showed significantly higher scores on vocabulary and inferencing measures from pre- to mid-test and pre- to post-test. No significant gains were found for the at-risk BAU or typical language intervention groups. Between-group analyses for the at-risk treatment and BAU groups indicated significant differences in vocabulary scores at mid-test (r = .50, p < .04), but no between-group differences at pre- or post-test. There were no other significant between-group differences on any other measure. Compared to the typical language intervention group, the at-risk intervention group showed significant differences on comprehension monitoring scores (r = .82, p < .05) and on text structure knowledge (r = .83, p < .05) at post-test, but not at pre- or mid-tests.Conclusions: These findings suggest that, compared to a BAU control group, Let's Know!2 as delivered in this study shows promise in improving vocabulary skills in first-grade students at risk for DLD, but not higher-level language skills such as inferencing, comprehension monitoring, and text structure knowledge.

English

ISBN: 9798314877050Subjects--Topical Terms:

520446
Speech therapy.
Subjects--Index Terms:

Developmental language disorder

The Efficacy of Let's Know!2 for Improving Oral Language Outcomes in First-Grade Students At-Risk for Developmental Language Disorder /
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520 $a Purpose: Children with developmental language disorder (DLD) are at risk for reading comprehension difficulties due to deficits in oral and written language. Small-group multicomponent language interventions have shown promise in increasing language and reading comprehension skills in students at risk for language and literacy disorders. However, evidence on their efficacy for early elementary students at risk for DLD is limited. This study aimed to evaluate the efficacy of Let's Know!2, a multicomponent tier 2 language intervention, for improving oral language of first-graders with typical development and at risk for DLD.Methods: A randomized controlled trial design compared the efficacy of Let's Know!2 to an at-risk business-as-usual (BAU) group and a group with typical development. Participants in the Let's Know!2 at risk treatment condition (n = 11) and typical language group (n = 4) completed 42 small-group lessons of 20 minutes approximately four days per week. Participants were assessed at pre-test, mid-intervention, and post-intervention on curriculum-aligned measures (CAMS) of vocabulary, inferencing, comprehension monitoring, and text structure knowledge.Results: Within-group analyses indicated that the at-risk intervention group showed significantly higher scores on vocabulary and inferencing measures from pre- to mid-test and pre- to post-test. No significant gains were found for the at-risk BAU or typical language intervention groups. Between-group analyses for the at-risk treatment and BAU groups indicated significant differences in vocabulary scores at mid-test (r = .50, p < .04), but no between-group differences at pre- or post-test. There were no other significant between-group differences on any other measure. Compared to the typical language intervention group, the at-risk intervention group showed significant differences on comprehension monitoring scores (r = .82, p < .05) and on text structure knowledge (r = .83, p < .05) at post-test, but not at pre- or mid-tests.Conclusions: These findings suggest that, compared to a BAU control group, Let's Know!2 as delivered in this study shows promise in improving vocabulary skills in first-grade students at risk for DLD, but not higher-level language skills such as inferencing, comprehension monitoring, and text structure knowledge.
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