Petersen Douglas B, Staskowski Maureen, Spencer Trina D, Foster Matthew E, Brough Mollie Paige
Department of Communication Disorders, Brigham Young University, Provo, UT.
Macomb Intermediate School District, MI.
Lang Speech Hear Serv Sch. 2022 Jan 5;53(1):44-68. doi: 10.1044/2021_LSHSS-20-00162. Epub 2021 Dec 3.
The purpose of this randomized controlled trial was to examine the effects of a multitiered system of language support (MTSLS) on kindergarteners' narrative retelling, personal stories, writing, and expository language.
Participants were 686 kindergarten students from four school districts in the United States. Twenty-eight classrooms were randomly assigned to treatment ( = 337 students) or control ( = 349 students) conditions. The treatment group received 14 weeks of oral narrative language instruction using a multitiered language program. Classroom teachers delivered large group (Tier 1) instruction for 15-20 min a day for 4 weeks. After this short-duration whole-class instruction, speech-language pathologists began small group (Tier 2) intervention with a random sample of students who did not make adequate progress from the large group instruction ( = 49). These students received Tier 2 intervention for 20 min twice a week in addition to continued Tier 1 instruction.
Results indicated that the students in the treatment group had significantly higher scores on all outcome measures compared to the students in the control group. Analyses of outcomes from the 49 students who received Tier 2 intervention compared to a matching sample of at-risk control students revealed that the treatment group had significantly higher scores on narrative retells, personal stories, and expository retells. When compared to matched average-performing and advanced-performing control peers, the students who received Tier 2 intervention had significantly higher narrative retell scores and no longer had significantly lower personal story, expository, or writing scores.
This effectiveness study demonstrated that MTSLS can lead to meaningful improvements in kindergarteners' oral and written language skills, even helping at-risk students catch up to high-achieving peers.
本随机对照试验旨在研究多层语言支持系统（MTSLS）对幼儿园儿童叙事复述、个人故事、写作及说明性语言的影响。
参与者为来自美国四个学区的686名幼儿园学生。28间教室被随机分配至治疗组（n = 337名学生）或对照组（n = 349名学生）。治疗组接受为期14周的使用多层语言程序的口头叙事语言教学。课堂教师每天进行15 - 20分钟的大班（第1层）教学，为期4周。在这段短期的全班教学之后，言语语言病理学家开始对在大班教学中进步不足的随机抽取的学生进行小组（第2层）干预（n = 49）。这些学生除了继续接受第1层教学外，每周两次接受20分钟的第2层干预。
结果表明，与对照组的学生相比，治疗组的学生在所有结果指标上的得分显著更高。对接受第2层干预的49名学生与匹配的风险控制学生样本的结果分析显示，治疗组在叙事复述、个人故事和说明性复述方面的得分显著更高。与匹配的中等表现和优秀表现的对照同龄人相比，接受第2层干预的学生叙事复述得分显著更高，并且在个人故事、说明性或写作方面的得分不再显著更低。
这项有效性研究表明，MTSLS可以使幼儿园儿童的口语和书面语言技能得到有意义的提高，甚至有助于风险学生赶上成绩优异的同龄人。
