A Systematic Review of Academic Discourse Interventions for School-Aged Children With Language-Related Learning Disabilities

Language, Speech, and Hearing Services in Schools
Amy K PetersonMegan Israelsen

Abstract

Purpose This systematic review synthesized a set of peer-reviewed studies published between 1985 and 2019 and addressed the effectiveness of existing narrative and expository discourse interventions for late elementary- and middle school-aged students with language-related learning disabilities. Method A methodical search of the literature for interventions targeting expository or narrative discourse structure for students aged 9-14 years with group experimental designs identified 33 studies, seven of which met specific criteria to be included in this review. Results An 8-point critical appraisal scale was applied to analyze the quality of the study design, and effect sizes were calculated for six of the seven studies; equivocal to small effects of far-transfer outcomes (i.e., generalizability to other settings) and equivocal to moderate near-transfer outcomes (i.e., within the treatment setting) were identified. The most effective intervention studies provided explicit instruction of expository texts with visual supports and student-generated learning materials (e.g., notes or graphic organizers) with moderate dosage (i.e., 180-300 min across 6-8 weeks) in a one-on-one or paired group setting. Greater intervention effects were...Continue Reading

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Citations

Feb 25, 2021·International Journal of Speech-language Pathology·Nichola SheltonLyn Tieu
Mar 17, 2021·Seminars in Speech and Language·Elizabeth Kelley, Trina D Spencer

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