Assessing the Efficacy of an Early Language Comprehension Intervention: A Small-Scale Randomized Controlled Trial (Poster 24)

• In Event: AERA Poster Session Six
  In Poster Session: Literacy Poster Session Two

Abstract

In the present study, we assessed the efficacy of early language comprehension individualized instruction in improving students’ abilities to make inferences based on nonfiction content. Students completed a series of 20 video modules over a 4-5 week period. In each video module, students watched a nonfiction video, answered inferential questions, and received scaffolding and feedback. Results show that intervention students’ slightly outperformed control students on a proximal measure of inference-making and a distal measure of basic literacy skills, although the difference was not significant. Students completing the intervention modules also showed improvement in inference-making over time and as a function of scaffolding and feedback.

Authors

• Jasmine Kim, University of Minnesota
  Presenting Author

• HyeJin Hwang, University of Minnesota
  Presenting Author

• Panayiota Kendeou, University of Minnesota
  Presenting Author

• Kristen L. McMaster, University of Minnesota
  Presenting Author