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Improving Oral and Written Narration and Reading Comprehension of Children At-Risk for Language and Literacy Difficulties: Results of a Randomized Clinical Trial
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Gillam, Sandra Laing; Vaughn, Sharon; Roberts, Greg; Capin, Philip; Fall, Anna-Maria; Israelsen-Augenstein, Megan; Holbrook, Sarai; Wada, Rebekah; Hancock, Allison; Fox, Carly; Dille, Jordan; Magimairaj, Beula M.; Gillam, Ronald B. – Journal of Educational Psychology, 2023
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…
Descriptors: Elementary School Students, At Risk Students, Language Impairments, Reading Difficulties
An Evaluation of Expedited Transcription Methods for School-Age Children's Narrative Language: Automatic Speech Recognition and Real-Time Transcription
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Fox, Carly B.; Israelsen-Augenstein, Megan; Jones, Sharad; Gillam, Sandra Laing – Journal of Speech, Language, and Hearing Research, 2021
Purpose: This study examined the accuracy and potential clinical utility of two expedited transcription methods for narrative language samples elicited from school-age children (7;5-11;10 [years;months]) with developmental language disorder. Transcription methods included real-time transcription produced by speech-language pathologists (SLPs) and…
Descriptors: Transcripts (Written Records), Child Language, Narration, Language Impairments
Improving Oral and Written Narration and Reading Comprehension of Children At-Risk for Language and Literacy Difficulties: Results of a Randomized Clinical Trial
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Gillam, Sandra Laing; Vaughn, Sharon; Roberts, Greg; Capin, Philip; Fall, Anna-Maria; Israelsen-Augenstein, Megan; Holbrook, Sarai; Wada, Rebekah; Hancock, Allison; Fox, Carly; Dille, Jordan; Magimairaj, Beula M.; Gillam, Ronald B. – Grantee Submission, 2022
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…
Descriptors: Elementary School Students, At Risk Students, Language Impairments, Reading Difficulties
Improving Clinical Services: Be Aware of Fuzzy Connections between Principles and Strategies
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Gillam, Sandra Laing; Gillam, Ronald B. – Language, Speech, and Hearing Services in Schools, 2014
Purpose: This article is a response to Alan Kamhi's treatise on improving clinical practices for children with language and learning disorders by focusing on what is known about learning (see Kamhi, 2014, article in this issue). Method: Descriptive methods are used to discuss general learning principles and the fact that they do not always…
Descriptors: Language Impairments, Learning Disabilities, Intervention, Speech Language Pathology
Narrative Discourse Intervention for School-Aged Children with Language Impairment: Supporting Knowledge in Language and Literacy
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Gillam, Sandra Laing; Gillam, Ronald B. – Topics in Language Disorders, 2016
Narrative language proficiency is a critical contributor to academic success for school-aged students. This article presents a narrative language intervention, Supporting Knowledge in Language and Literacy (SKILL), that is based on research in the fields of developmental psycholinguistics and discourse processing. SKILL was designed to provide…
Descriptors: Language Impairments, Intervention, Language Proficiency, Psycholinguistics
Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study
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Gillam, Sandra Laing; Olszewski, Abbie; Fargo, Jamison; Gillam, Ronald B. – Language, Speech, and Hearing Services in Schools, 2014
Purpose: This nonrandomized feasibility study was designed to provide a preliminary assessment of the impact of a narrative and vocabulary instruction program provided by a speech-language pathologist (SLP) in a regular classroom setting. Method: Forty-three children attending 2 first-grade classrooms participated in the study. Children in each…
Descriptors: Vocabulary, Narration, Comparative Analysis, Feasibility Studies