A Systematic Review of Academic Discourse Interventions for School-Aged Children With Language-Related Learning Disabilities

被引:12
作者
Peterson, Amy K. [1 ]
Fox, Carly B. [1 ]
Israelsen, Megan [1 ]
机构
[1] Utah State Univ, Dept Commun Disorders & Deaf Educ, Logan, UT 84322 USA
关键词
ADOLESCENTS; IMPAIRMENT; DISORDERS; STUDENTS; SKILLS;
D O I
10.1044/2020_LSHSS-19-00039
中图分类号
R36 [病理学]; R76 [耳鼻咽喉科学];
学科分类号
100104 ; 100213 ;
摘要
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).
引用
收藏
页码:866 / 881
页数:16
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