College of Health Solutions, Arizona State University, Tempe.
Mary Lou Fulton Teachers College, Arizona State University, Tempe.
Lang Speech Hear Serv Sch. 2024 Jul;55(3):696-713. doi: 10.1044/2024_LSHSS-23-00140. Epub 2024 Mar 8.
The purpose of this study was to test the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for improving the early literacy and oral language skills of preschoolers from low-income families.
In a randomized controlled trial (RCT), TELL was implemented in 30 TELL and 28 business-as-usual classrooms. TELL is a Tier 1 whole-class curriculum package that includes a scope and sequence of instruction, lesson plans and materials, high-quality books, curriculum-based measures (CBMs), and professional development training and coaching.
Implementation fidelity was high; however, due to COVID-19 school closures, we did not collect end-of-year data for our third cohort of teachers. Results indicated significant TELL effects on all code-related CBMs and two code-related distal measures as well as receptive and expressive vocabulary CBMs. No significant differences were found on distal measures of oral language/vocabulary or listening comprehension.
Results of the present study, paired with findings from an earlier TELL RCT with children with developmental speech and/or language impairments, suggest that children enrolled in TELL classrooms achieve higher outcomes on a variety of code-related and vocabulary measures by the end of their final preschool year.
本研究旨在测试 TELL 课程包在提高来自低收入家庭的学龄前儿童早期读写和口语技能方面的效果。
在一项随机对照试验（RCT）中，TELL 在 30 个 TELL 班和 28 个常规班中实施。TELL 是一个第一层次的全体学生课程包，包括教学范围和顺序、教案和材料、高质量书籍、基于课程的测量（CBM）以及专业发展培训和指导。
实施的保真度很高；然而，由于 COVID-19 学校关闭，我们没有为第三批教师收集年终数据。结果表明，TELL 对所有与代码相关的 CBM 和两个与代码相关的远程测量以及接受性和表达性词汇 CBM 都有显著的效果。在口语/词汇或听力理解的远程测量方面没有发现显著差异。
本研究的结果，加上对有发育性言语和/或语言障碍的儿童进行的早期 TELL RCT 的结果，表明参加 TELL 课堂的儿童在其最后一个学前年度结束时，在各种与代码相关和词汇相关的测量中取得了更高的成绩。
