Contributions
Slides describing study background, method, analyses and results as presented at the Council for Exceptional Children (CEC) annual convention in March 2025.
This code was written for SAS v. 9.4.
These are Reading Tiered Fidelity Inventory (R-TFI) scores at pre and posttest from schools in treatment and control conditions. Interview responses from 4 SLPs serving the 5 schools in the treatment condition regarding adoption and implementation.
Purpose: This study examined the real-world implementability of Story Champs Curriculum–First Grade (SCC-1), a multitiered structured literacy program for language, within an ongoing research-practice partnership (RPP).
These data are for first grade students at risk for language-related literacy difficulties. Three timepoints (pre, post, follow-up), 6 measures at each time point. Adult interventionist demographics included.
Early language skills are critical to students’ later reading comprehension and writing. As they progress through school, the complexity of language they need to understand and use increases, suggesting that young children can leverage oral language resources to acquire literacy and knowledge.
Some children with autism may require additional supports to meet academic expectations for comprehension. Oral narration, which is linked to listening and reading com-prehension, may be a viable approach.
The aim of this research is to create developmentally appropriate, play-based storytelling elicitation procedures to collect language samples of young children aged 18-48 months, tools for evaluating the magnitude and quality of narrative language produced in play-based storytelling sessions, and
Science of reading experts have called for increased attention on oral academic language. Specifically, interventions need to integrate multiple dimensions of academic language—word-, sentence-, and discourse-level patterns—to impact listening comprehension.
