A Randomized Controlled Trial of an Oral Inferential Comprehension Intervention for Young Children with Developmental Language Disorder

Autor/inn/en	Dawes, Emily; Leitão, Suze; Claessen, Mary; Kane, Robert
Titel	A Randomized Controlled Trial of an Oral Inferential Comprehension Intervention for Young Children with Developmental Language Disorder
Quelle	In: Child Language Teaching and Therapy, 35 (2019) 1, S.39-54 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659018815736
Schlagwörter	Young Children; Language Impairments; Developmental Disabilities; Oral Language; Comprehension; Inferences; Cognitive Ability; Language Skills; Phonological Awareness; Intervention; Control Groups; Experimental Groups; Scores; Outcomes of Treatment; Elementary School Students; Randomized Controlled Trials; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsstörung; Oral interpretation; Mündlicher Sprachgebrauch; Verstehen; Verständnis; Inference; Inferenz; Denkfähigkeit; Language skill; Sprachkompetenz; Ausland; Australien
Abstract	Although children with developmental language disorder demonstrate poor inferential comprehension, few studies have evaluated the effect of interventions to improve inferencing. This study aimed to investigate the efficacy of a small-group intervention designed to improve oral inferential comprehension of narrative discourse. Thirty-seven 5- to 6-year-old children with developmental language disorder participated. The participants were randomly allocated to the oral inferential comprehension (IC) intervention or a control phonological awareness (PA) intervention. Small-group sessions took place twice a week over 8 weeks. Participants were assessed on narrative comprehension and phonological awareness skills pre- and post-intervention, and after a maintenance period of 8 weeks. Compared to the control PA group, the participants in the IC group demonstrated a significant increase in inferential comprehension scores from pre- to post-intervention, which was maintained over time. In addition, the IC group scored significantly higher than the PA group for inferential comprehension on a post-intervention generalization measure. There was no significant difference between the two groups for literal comprehension scores at any assessment point. The results demonstrate that the small-group intervention was effective at improving inferential comprehension of narratives in 5- to 6-year-old children with developmental language disorder. Additionally, generalized improvement was shown across the narrative context, and improvements were maintained two months following the intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01