The Effectiveness of a Large-Scale Language and Preliteracy Intervention: The SPELL Randomized Controlled Trial in Denmark

被引：42

作者：

Bleses, Dorthe ^{[1
]}

Hojen, Anders ^{[1
]}

Justice, Laura M. ^{[2
]}

Dale, Philip S. ^{[3
]}

Dybdal, Line ^{[4
]}

Piasta, Shayne B. ^{[2
]}

Markussen-Brown, Justin ^{[5
]}

Clausen, Marit ^{[5
]}

Haghish, E. F. ^{[5
,6
]}

机构：

[1] Aarhus Univ, Aarhus, Denmark

[2] Ohio State Univ, Columbus, OH 43210 USA

[3] Univ New Mexico, Albuquerque, NM 87131 USA

[4] Ramboll Management Consulting, Aarhus, Denmark

[5] Univ Southern Denmark, Odense, Denmark

[6] Univ Freiburg, Freiburg, Germany

来源：

CHILD DEVELOPMENT | 2018年 / 89卷 / 04期

关键词：

TEACHER-CHILD INTERACTIONS; HEAD-START; PROFESSIONAL-DEVELOPMENT; LITERACY DEVELOPMENT; ETHNIC-MINORITY; LOW-INCOME; RISK; VOCABULARY; PRESCHOOLERS; LEARNERS;

D O I：

10.1111/cdev.12859

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The present article reports results of a real-world effectiveness trial conducted in Denmark with six thousand four hundred eighty-three 3- to 6-year-olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20-week storybook-based intervention: a base intervention and two enhanced versions featuring extended professional development for educators or a home-based program for parents. Pre- to posttest comparisons revealed a significant impact of all three interventions for preliteracy skills (=.21-.27) but not language skills (d=.04-.16), with little differentiation among the three variations. Fidelity, indexed by number of lessons delivered, was a significant predictor of most outcomes. Implications for real-world research and practice are considered.

引用

页码：e342 / e363

页数：22

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