We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S. Midwest identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period. TeLCI comprised three learning modules per week that involved (a) learning new vocabulary, (b) watching fiction or nonfiction videos, and (c) answering inferential questions. Students also engaged in small-group read-alouds with their teachers once per week. Students who experienced TeLCI improved their inferencing and benefited from scaffolding and feedback provided during the intervention. Students' pre- to posttest inferencing gains were comparable with those of control students. Female students and those receiving special education services appeared less likely to benefit from TeLCI, whereas multilingual students were more likely to respond. Further work is needed to determine the optimal conditions under which TeLCI will benefit young children.

中文翻译：

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基于技术的早期语言理解干预的功效：随机对照试验。


我们研究了基于技术的早期语言理解干预（TeLCI）的有效性，该干预旨在教授非阅读环境中的推理。来自美国中西部 2 所小学的一组 1 年级和 2 年级学生，被确定存在理解困难的风险，被随机分配到照常对照组或在 8 周内使用 TeLCI。 TeLCI 每周包括三个学习模块，涉及 (a) 学习新词汇，(b) 观看小说或非小说类视频，以及 (c) 回答推理问题。学生们还每周与老师一起进行一次小组朗读。经历过 TeLCI 的学生提高了他们的推理能力，并从干预期间提供的支架和反馈中受益。学生测试前后的推理能力与对照组学生相当。女学生和接受特殊教育服务的学生似乎不太可能从 TeLCI 中受益，而多语种学生更有可能做出回应。需要进一步开展工作来确定 TeLCI 使幼儿受益的最佳条件。