University of South Florida, Tampa.
University of Wyoming, Laramie.
Am J Speech Lang Pathol. 2024 Jan 3;33(1):135-152. doi: 10.1044/2023_AJSLP-23-00004. Epub 2023 Oct 23.
The purpose of the current study was to investigate the effect of vocabulary instruction embedded in the narrative intervention on the immediate and retained definitional knowledge of taught words for first graders at risk for language-related reading difficulties.
We employed a repeated acquisition design with innovative quality features and supplemental statistics with 11 treatment students and three control students. In the context of the school's multitiered system of supports, treatment students received 30-min small group interventions, 4 days a week for 12 weeks. Intervention involved story retelling and personal story generation lessons, both of which emphasized the learning and practicing of target vocabulary words in each story. Pre- and postprobes of the taught definitions were conducted every week.
According to visual analysis conventions of single-case research, there was a consistent pattern of improvement from pre- to postprobes for all treatment participants, but for none of the control participants. Retention was also consistently observed, when measured at Week 13. Supplemental statistics confirmed that large effects were associated with the intervention.
Vocabulary instruction embedded in narrative intervention led to meaningful acquisition and retention of taught vocabulary for students at risk of language-based reading difficulty.
本研究旨在探讨在叙事干预中嵌入词汇教学对有语言相关阅读困难风险的一年级学生即时和长期定义知识的影响。
我们采用了具有创新性质量特征的重复获取设计和补充统计方法，对 11 名治疗组学生和 3 名对照组学生进行了研究。在学校的多层次支持系统中，治疗组学生每周接受 4 天、每天 30 分钟的小组干预，持续 12 周。干预包括故事复述和个人故事生成课程，两者都强调在每个故事中学习和练习目标词汇。在每周都进行了教授定义的前测和后测。
根据单案例研究的视觉分析惯例，所有治疗组参与者的前测和后测都呈现出一致的改善模式，但对照组参与者没有。当在第 13 周进行测量时，也观察到了保持。补充统计数据证实，干预与大效应相关。
在叙事干预中嵌入词汇教学导致了有语言相关阅读困难风险的学生对所教词汇的有意义的习得和保持。
