Department of Special Education, The University of Texas at Austin.
Department of Communicative Disorders and Deaf Education, Utah State University, Logan.
Am J Speech Lang Pathol. 2023 Nov 6;32(6):2999-3020. doi: 10.1044/2023_AJSLP-21-00185. Epub 2023 Oct 19.
This study examines the narrative language and reading outcomes of monolingual and bilingual students who received instruction with the Supporting Knowledge in Language and Literacy (SKILL) program, a narrative language intervention.
The main effects of the SKILL program were evaluated in a randomized controlled trial in which students ( = 355) who were at risk for English language and literacy difficulties were randomized to the SKILL intervention or a business-as-usual instruction. This article reports secondary analyses examining the efficacy of SKILL for bilingual ( = 148) and monolingual ( = 207) students who completed measures of oral and written narrative language and reading comprehension in English.
Moderation results showed that the effects of SKILL did not differ for monolinguals and bilinguals across most narrative language measures and did not vary for monolinguals or bilinguals based on their pre-intervention language performance.
These findings that suggest a language-based approach to improving narrative production and comprehension yielded similar results for monolinguals and bilinguals and that neither monolinguals nor bilinguals in this study needed to meet a certain threshold of English language proficiency to benefit from the intervention.
本研究考察了接受支持语言和识字知识（SKILL）项目（一种叙事语言干预）指导的单语和双语学生的叙事语言和阅读结果。
在一项随机对照试验中评估了 SKILL 计划的主要效果，其中有风险的英语语言和读写困难的学生被随机分配到 SKILL 干预组或常规教学组。本文报告了二次分析，考察了 SKILL 对完成英语口头和书面叙事语言和阅读理解测试的双语（n=148）和单语（n=207）学生的疗效。
调节结果表明，在大多数叙事语言测量中，SKILL 对单语者和双语者的影响没有差异，并且单语者或双语者的干预前语言表现也没有差异。
这些发现表明，基于语言的方法可以提高叙事的产生和理解，对单语者和双语者都产生了相似的结果，而且在本研究中，无论是单语者还是双语者都不需要达到一定的英语水平才能从干预中受益。
