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 SRCLD Presentation Details 

    A Systematic Review of Academic Discourse Interventions for School-Aged Children with Language-Related Learning Disabilities  
Amy Peterson - Utah State University
Carly Fox - Utah State University
Megan Israelsen - Utah State University

SRCLD Year: 2020
Presentation Type: Poster Presentation
Poster Number: PS2F05
Presentation Time: Fri, Jun 7, 2019 from 3:30p-5:00p
Abstract View Full Summary
This systematic review synthesized a set of peer-reviewed studies (published 1985-2019) to address the effectiveness of existing narrative and expository discourse interventions for late elementary and middle school-aged students with language-related learning disabilities. A methodical search of the literature for discourse-level interventions for students ages 9-14 identified 33 group-level experimental studies. Seven studies met specific criteria to be included in this review. All seven studies focused on expository discourse interventions. An 8-point critical appraisal scale was used to analyze the quality of the studies. Effect size calculation identified equivocal-to-small effects of far transfer outcomes (i.e., generalizability) and equivocal-to-moderate effects of near transfer outcomes (i.e., within intervention). Implementation fidelity of 80% or greater was reported in three of the seven studies, supporting effects related to the intervention. The most effective expository interventions provided explicit instruction with visual supports and student-generated learning materials (e.g., notes or graphic organizers) in a one-on-one or paired group setting. These interventions showed promise for student use of learned skills within the treatment setting, but had limited generalization of skills. No funding was used for this project.
Supported in part by: NIDCD and NICHD, NIH, R13 DC001677, Susan Ellis Weismer, Principal Investigator
University of Wisconsin-Madison - Department of Communication Sciences and Disorders