Evaluating a Digital Language Intervention for Grammatical Skills of Linguistically and Socially Diverse First-Graders

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 3
  In Roundtable Session: Multi-Tiered Support Systems and Targeted Literacy Interventions

Abstract

Grammatical skills are a critical prerequisite for literacy development. However, disparities are apparent even before formal schooling, e.g., between L1 and L2 learners and students from diverse socioeconomic backgrounds, calling for early systematic support. This study examined the effectiveness of a tablet-based language intervention on students' grammatical skills, using a quasi-experimental pre-post-design. Participants included 374 German first-graders (M=78.27 months), assigned to experimental and control conditions. The intervention took place twice weekly over 15 weeks during regular classroom lessons. Regression analyses revealed no statistically significant differences in grammar development between groups, nor differential effects by home language or socioeconomic status. Results are discussed with regard to content and methodology, and prospects for additional analyses, including students’ log data.

Authors

• Svenja Wehrhöfer, TU Dortmund University

• Fani Lauermann, University of Bonn