Purposes: The effect of intervening on narrative skills in Chinese-speaking school-age children with developmental language disorder (DLD) is underexplored. Methods: The aim of the present study was to investigate the effectiveness of narrative intervention on written narratives of Chinese children with and without DLD and to explore the potential…

Narration has been shown to be a foundational skill for literacy development in school-age children. Elementary teachers routinely conduct classroom lessons that focus on reading decoding and comprehension, but they rarely provide instruction in oral narration (Hall et al., 2021). This multisite randomized controlled trial was designed to…

Written feedback plays a key role in the acquisition of academic writing skills. Ideally, this feedback should include feed up, feed back and feed forward. However, written feedback alone is not enough to improve writing skills; students often struggle to interpret the feedback received and enhance their writing skills accordingly. Several studies…

There is now considerable evidence regarding the types of interventions that are effective at remediating reading disabilities on average. It is generally unclear, however, what predicts the magnitude of individual-level change following a given intervention. We examine new predictors of intervention gains that are theoretically grounded in…

This study examined the spoken language, written language, and executive functions of 19 female adolescents with high risk factors in a long-term, holistic program. Standardized assessment results revealed that 63.2% of the participants had below-average spoken language, 68.5% had below-average written language, and 68.4% and 42.1% had some level…

Many individuals with autism spectrum disorder (ASD) can effectively decode and read words fluently, but have significantly below-average understanding of text. Following written directions may hold unique potential as it requires a reader to convert a written text into a goal-directed and observable performance. The present data-based case study…

The aim of this study was to clarify whether fingerspelling provides a sophisticated mechanism that promotes the development of detailed orthographic knowledge for deaf individuals even in the absence of paralleling phonological knowledge. An intervention program comprised of various procedures chaining between fingerspelled sequences; their…

Purpose: The purpose of this randomized controlled trial was to examine the effects of a multitiered system of language support (MTSLS) on kindergarteners' narrative retelling, personal stories, writing, and expository language. Method: Participants were 686 kindergarten students from four school districts in the United States. Twenty-eight…

This systematic review and meta-analysis investigated the efficacy of spelling interventions for the remediation of dyslexia and spelling deficits. Theoretically important moderators, such as the treatment approach as well as orthographic and sample characteristics, were also considered. Thirty-four controlled trials that evaluated spelling…

Multimodal materials have become ubiquitous in language teaching classes. However, growing evidence suggests that misalignments between multimodal elements can mislead or even confuse students. To explore such concerns, this paper focuses on the design and pedagogical application of intersemiotically cohesive multimodal materials in an English for…

Assistive technology (AT) has been shown to be a promising method for supporting individuals with intellectual disability (ID) attain a higher degree of independence both at home and in the work place. The purpose of this alternating-treatment single-case research design study was to compare the effectiveness of three methods (i.e., Notes App,…

As second language (L2) research adapts to the dynamics of multimodal instruction, researchers are exploring the role of captioning and textual enhancement (TE) on learner development. The present experiment assesses the differential effects of textually enhanced captions on learners' elicited imitation of L2 Spanish grammar. Twenty-eight…

Although socioeconomic disparities in college enrollment have declined, gaps in college completion persist by income and geography. We investigate a text messaging campaign in West Virginia, which addressed informational barriers and behavioral obstacles to college persistence by providing college students with simplified information,…

This study aims to measure the effectiveness of "multiplex teaching method" in mastering vocabulary for deaf students. Multiplex teaching method consists of picture language, sign language, printed-word language, written language, and spoken language. The research was designed as a single subject research (SSR) with baseline,…

This experimental study aimed to influence reading comprehension skills through the development of one or both components of the Simple View of Reading (decoding and listening comprehension), by using a differentiated instruction approach. Reading comprehension skill gains were compared in an intervention group versus a control, after the delivery…