PURPOSE The purpose of this study was to test the efficacy of the Teaching Early Literacy and Language (TELL) curriculum package for improving the early literacy and oral language skills of preschoolers from low-income families. METHOD In a randomized controlled trial (RCT), TELL was implemented in 30 TELL and 28 business-as-usual classrooms. TELL is a Tier 1 whole-class curriculum package that includes a scope and sequence of instruction, lesson plans and materials, high-quality books, curriculum-based measures (CBMs), and professional development training and coaching. RESULTS Implementation fidelity was high; however, due to COVID-19 school closures, we did not collect end-of-year data for our third cohort of teachers. Results indicated significant TELL effects on all code-related CBMs and two code-related distal measures as well as receptive and expressive vocabulary CBMs. No significant differences were found on distal measures of oral language/vocabulary or listening comprehension. CONCLUSIONS Results of the present study, paired with findings from an earlier TELL RCT with children with developmental speech and/or language impairments, suggest that children enrolled in TELL classrooms achieve higher outcomes on a variety of code-related and vocabulary measures by the end of their final preschool year. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25345708.

中文翻译：

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低收入家庭学龄前儿童早期识字和语言课程教学的有效性。


目的 本研究的目的是测试早期识字和语言教学 (TELL) 课程包对于提高低收入家庭学龄前儿童早期识字和口语技能的有效性。方法 在一项随机对照试验 (RCT) 中，TELL 在 30 个 TELL 教室和 28 个正常教室中实施。 TELL 是一级全班课程包，包括教学范围和顺序、课程计划和材料、高质量书籍、基于课程的措施 (CBM) 以及专业发展培训和辅导。结果 实施保真度高；然而，由于 COVID-19 学校关闭，我们没有收集第三批教师的年终数据。结果表明，TELL 对所有与代码相关的 CBM 和两个与代码相关的远端测量以及接受性和表达性词汇 CBM 都有显着影响。口语/词汇或听力理解的远端测量没有发现显着差异。结论 本研究的结果与早期针对言语和/或语言发育障碍儿童进行的 TELL 随机对照试验的结果相结合，表明参加 TELL 课堂的儿童在各种与代码相关的和词汇测量方面取得了更高的成绩。他们学前班的最后一年。补充材料 https://doi.org/10.23641/asha.25345708。