Feasibility studies showed larger narrative gains for SKILL classrooms and high-risk children, with a large effect in a small-scale RCT¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2–r3 · q2 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 In a two-classroom quasi-experiment, pre–post effect sizes on a narrative language sample were three times larger for the SKILL classroom (d = .82) than the BAU classroom (d = .21), with differential effects favoring high-risk children. → Gillam 2022 q2 i3 In a small RCT of 20 children with DLD, SKILL yielded a large effect on the Test of Narrative Language (d = 1.45). → Gillam 2022 (2)

Evidence¶

Gillam 2022¶

Gillam, S. L., Vaughn, S., Roberts, G., Capin, P., Fall, A.-M., Israelsen-Augenstein, M., Holbrook, S., Wada, R., Hancock, A., Fox, C., Dille, J., Magimairaj, B. M., & Gillam, R. B. (2022). Improving Oral and Written Narration and Reading Comprehension of Children at-Risk for Language and Literacy Difficulties: Results of a Randomized Clinical Trial. Journal of Educational Psychology. https://doi.org/10.1037/edu0000766

q2 · i3 · causal · r3

Quasi-experimental feasibility study with two 1st grade classrooms, 30 minutes of whole-class SKILL three times per week for six weeks. The narrative language sample effect was "three times larger" in the SKILL classroom, "d = .82" versus d = .21.

"The pre –post effect sizes on a narrative lan- guage sample were three times larger for children in the experi- mental classroom ( d = .82) than children in the BAU class ( d = .21)."

Gillam 2022 (2)¶

Gillam, S. L., Vaughn, S., Roberts, G., Capin, P., Fall, A.-M., Israelsen-Augenstein, M., Holbrook, S., Wada, R., Hancock, A., Fox, C., Dille, J., Magimairaj, B. M., & Gillam, R. B. (2022). Improving Oral and Written Narration and Reading Comprehension of Children at-Risk for Language and Literacy Difficulties: Results of a Randomized Clinical Trial. Journal of Educational Psychology. https://doi.org/10.1037/edu0000766

q2 · i3 · causal · r2

Small-scale RCT with 20 elementary-age children with developmental language disorders, ten per condition, in groups of three for 35–40 minutes three times weekly for 6 weeks. SKILL produced "a large Cohen ’s d effect size of 1.45" on the TNL at posttest.

"The SKILL instruction resulted in statistically signi ficant gains on a standardized measure of narrative pro ficiency (Test of Narrative Language, TNL; Gillam & Pearson, 2004 ), yielding a large Cohen ’s d effect size of 1.45 for group differences at posttest."

Discussion¶

Learner Variables¶

• Oral Language — outcome: instruction changes it

Related Claims¶

• Year 1 of the ROOTS efficacy trial used a classroom-blocked RCT assigning at-risk kindergartners to ROOTS-large, ROOTS-small, or no-treatment control conditions — related
• Oral narration gains generalize to written narration at posttest and are maintained at follow-up — related