Sanabria Ashley Adams, Restrepo Maria Adelaida, Walker Erin, Glenberg Arthur
San Diego State University, CA.
Arizona State University, Tempe.
J Speech Lang Hear Res. 2022 Feb 9;65(2):738-759. doi: 10.1044/2021_JSLHR-21-00266. Epub 2022 Jan 20.
We evaluated the efficacy of a reading comprehension intervention with dual language learners (DLLs) with documented English reading comprehension difficulties, half of whom had a developmental language disorder. The intervention EMBRACE (Enhanced Moved by Reading to Accelerate Comprehension in English) required children to move images on an iPad to both improve and demonstrate understanding of multichapter stories. Additionally, we determined the characteristics of students who most benefit from the intervention.
Fifty-six participants in second to fifth grades were randomly assigned to one of two groups: (a) Spanish support intervention or (b) Spanish support control. Outcome measures included performance on comprehension questions related to the intervention texts, two transfer texts with no strategy instruction, and the Gates-MacGinitie Reading Tests-Fourth Edition Reading Comprehension subtest administered pre- and post-intervention.
Multilevel hierarchical linear models were used to account for nesting of question within child within classroom. For this group of DLLs, the overall intervention effect was not statistically significant. However, the intervention was most effective with narrative (vs. expository) texts and easy (vs. more difficult) texts. DLLs with lower initial English reading abilities (decoding and comprehension) benefited more from the intervention than those with stronger reading skills.
The EMBRACE intervention has promise for use with DLLs with low baseline decoding and comprehension skills, particularly in early elementary grades. Future research should aim to match text difficulty with child skills when introducing new comprehension strategies to maximize benefit from the intervention.
我们评估了一种阅读理解干预措施对有英语阅读理解困难记录的双语学习者（DLLs）的效果，其中一半人患有发育性语言障碍。“EMBRACE”（通过阅读促进理解以加速英语学习）干预措施要求孩子们在iPad上移动图像，以提高并展示对多章节故事的理解。此外，我们确定了最能从该干预措施中受益的学生的特征。
56名二至五年级的参与者被随机分配到两个组中的一组：（a）西班牙语支持干预组或（b）西班牙语支持对照组。结果测量包括与干预文本相关的理解问题的表现、两篇无策略指导的迁移文本，以及干预前后进行的盖茨-麦金蒂阅读测试第四版阅读理解子测试。
使用多层次分层线性模型来考虑课堂内儿童问题的嵌套情况。对于这组双语学习者，总体干预效果在统计学上不显著。然而，该干预措施对叙事（而非说明性）文本和简单（而非更难）文本最为有效。初始英语阅读能力（解码和理解）较低的双语学习者比阅读能力较强的学习者从干预中受益更多。
“EMBRACE”干预措施有望用于基线解码和理解技能较低的双语学习者身上，尤其是在小学低年级。未来的研究在引入新的理解策略时，应旨在使文本难度与儿童技能相匹配，以最大限度地从干预中获益。
