第2层网络
课程
词汇
干预(咨询)
第1层网络
阅读(过程)
忠诚
心理学
共享阅读
对干预的反应
双语
考试(生物学)
随机对照试验
数学教育
医学教育
读写能力
教育学
医学
特殊教育
计算机科学
语言学
古生物学
外科
哲学
万维网
精神科
互联网
生物
电信
作者
Tricia A. Zucker,María S. Carlo,Janelle J. Montroy,Susan H. Landry
标识
DOI:10.1016/j.ecresq.2020.11.009
摘要
This randomized control trial evaluated the feasibility and promise of a Spanish supplemental curriculum when delivered in small-group settings to pre-kindergarten (pre-k) children who qualified for Tier 2 support. The program focused on Spanish academic language development using shared book reading and extension activities. All 30 classrooms served Spanish-speaking students within a dual language Spanish/English model. The 167 participating students were eligible for Tier 2 support based on scores below benchmark on their district’s screening and progress monitoring measures. Classroom teachers provided about 15 h of Tier 2 intervention across an 11-week period. Results showed effects on proximal outcomes, but not distal, standardized measures. Specifically, children in Tier 2 intervention groups learned explicitly taught academic vocabulary words (d = .50), but there were no group differences for untaught words exposed within the shared reading texts. Classroom teachers were able to implement the Tier 2 intervention with fidelity and reported high satisfaction with the approach. These findings suggest the promise of small-group instruction for targeting higher level, academic language with pre-k children demonstrating risk.
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