PURPOSE Clinicians address a wide range of oral language skills when working with school-age students with language and literacy difficulties (LLDs). Therefore, there is a critical need for carefully designed, rigorously tested, multicomponent contextualized language interventions (CLIs) that have a high likelihood of successful implementation and measurable academic impacts. This clinical focus article summarizes the development and testing of a CLI entitled Supporting Knowledge in Language and Literacy (SKILL), which is a supplementary narrative intervention program for elementary school-age children. Our aims are to (a) to review the foundational theoretical models that are the foundation of SKILL; (b) describe the iterative process used to develop the phases, lessons, procedures, materials, and progress monitoring tool; (c) summarize recent findings of the randomized controlled trial that was conducted to test its efficacy; and (d) discuss factors that may contribute to successful implementation of multicomponent language interventions. METHOD A total of 357 students in Grades 1-4 with LLDs were randomized to a treatment group or to a business-as-usual control group. The treatment group received the SKILL curriculum in small groups during 30-min lessons by trained speech-language pathologists, teachers, and special educators. RESULTS Students who received SKILL significantly outperformed those who did not on oral and written measures of storytelling and comprehension immediately after treatment and after 5-months at follow-up. Gains were similar among students with different levels of language ability (at-risk, language impaired) and language status (monolingual, bilingual) at pretest. CONCLUSIONS There is growing support for the use of multicomponent CLIs to bring about educationally relevant outcomes for students with LLDs. The authors present this review of how SKILL was designed, manualized, and rigorously tested by a team of researchers and practitioners with the hope that this approach will serve as a springboard for the development of future multicomponent CLIs that may meaningfully improve communicative and educational outcomes for students with LLDs.

中文翻译：

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情境化、多成分语言教学：从理论到随机对照试验。


目的 临床医生在与有语言和读写困难 (LLD) 的学龄学生一起工作时，要解决各种口语技能问题。因此，迫切需要精心设计、严格测试、多成分情境化语言干预（CLI），这些干预措施很有可能成功实施并产生可衡量的学术影响。这篇临床焦点文章总结了名为支持语言和读写能力知识 (SKILL) 的 CLI 的开发和测试，这是一个针对小学学龄儿童的补充叙事干预计划。我们的目标是 (a) 回顾作为技能基础的基础理论模型； (b) 描述用于开发阶段、经验教训、程序、材料和进度监测工具的迭代过程； (c) 总结为测试其功效而进行的随机对照试验的最新结果； (d) 讨论可能有助于成功实施多元语言干预措施的因素。方法 共有 357 名 1-4 年级 LLD 学生被随机分配到治疗组或一切照常的对照组。治疗组以小组形式接受由训练有素的言语病理学家、教师和特殊教育工作者在 30 分钟的课程中进行的技能课程。结果 接受技能培训的学生在治疗后和 5 个月的随访后在口头和书面讲故事和理解能力方面的表现显着优于未接受技能培训的学生。预测试时具有不同语言能力水平（有风险、语言障碍）和语言状态（单语、双语）的学生的成绩相似。 结论 人们越来越支持使用多组件 CLI 为拥有法学博士学位的学生带来与教育相关的成果。作者对 SKILL 的设计、手动化和由研究人员和从业者组成的团队进行严格测试进行了综述，希望这种方法能够成为未来多组件 CLI 开发的跳板，从而有意义地改善以下群体的交流和教育成果：拥有 LLD 的学生。