Technology-Based Early Language Comprehension Intervention (TELCI): Making the Case for Language Comprehension

• In Event: 68.018 - Expanding Our Understanding About Comprehension: Theory, Assessment, and Intervention

Abstract

Theoretical Framework

Despite persistent efforts to improve reading performance of all children across grade levels (e.g., Connor et al., 2014), year after year the National Assessment of Educational Progress (NAEP) releases statistics that show a significant percentage of U.S. students performing below basic proficiency levels in reading. For example, the Nation’s Report Card indicates that approximately 30% of 4th graders read below a basic proficiency level (NAEP, 2013)—that is, they fail to make simple inferences and understand the overall meaning of texts.

In response to these problems, researchers have directed much attention toward early identification and intervention of children who struggle to develop critical early reading skills, particularly phonemic awareness, decoding, and fluency (see Lam & McMaster, 2014 for reviews). Interventions focusing on these skills have benefitted many children. For many of these children, a focus on decoding is likely necessary, but insufficient, and early intervention in language comprehension skills is needed to prevent long-term negative reading outcomes (National Early Literacy Panel, 2008). Advocates for language comprehension interventions emphasize the need to develop more language focused interventions (van den Broek et al., 2005) that target only one or two skills to maximize intensity (Connor et al., 2014). Thus, more research and development is needed to further expand the range of language comprehension interventions currently available to teachers, as well as identify which components best address students’ language comprehension needs.

Objective

The purpose of this project is to develop a Technology-Based Early Language Comprehension Intervention (TELCI) to improve reading comprehension of students who experience comprehension difficulties in the early elementary years (Grades 1 and 2), and to identify specific components that optimize its usability, feasibility, and promise. In this paper we will present and illustrate the components of TELCI.

Methods and Data Sources

TELCI is designed to improve reading comprehension by focusing on a core language comprehension skill–inference making. TELCI is an interactive and automated cloud-based software application (app) with 20-min learning modules that engage students to:
a) learn key vocabulary words that are central to the ideas in the video,
b) view age-appropriate videos (fiction and nonfiction genre),
c) respond to inferential questions online (during viewing) and offline (after viewing),
d) receive scaffolding and specific feedback after each question.
TELCI also includes transfer modules that take the form of an interactive questioning activity led by an interventionist using a text that is read aloud to students (narrative and informational) in a small group. Each week, students complete 4 sessions, which include 3 learning modules (app) and one transfer module (read-aloud).

Results

The TELCI app and modules will be presented along with usability and feasibility data by experts, school partners, parents, teachers, and students.

Scientific Significance

The development of TELCI has a strong theoretical and empirical basis (Kendeou et al., 2008, 2009; Kendeou, 2015). We hypothesize that usable and feasible school implementation of TELCI with fidelity in Grades 1-2 will improve students’ inference skills in non-reading contexts, and will transfer from non-reading to reading contexts, thus improving reading comprehension.

Authors

• Panayiota Kendeou, University of Minnesota

• Kristen L. McMaster, University of Minnesota

• Theodore Christ, University of Minnesota

• Mary Jane White, University of Minnesota