Oral language skills are vital for reading comprehension. Some children, however, are at increased risk for reading comprehension difficulties due to underlying oral language deficits. School-based interventions that target children's abilities to understand and produce spoken language have shown positive effects for improving language and reading comprehension of children with typical development and those at-risk for language disorders, so it is likely that they will benefit children with low oral language skills. The purpose of this study is to examine the efficacy of a small-group intervention for improve language skills in first grade students with low oral language skills.
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Curriculum-Aligned Vocabulary Measure
Timeframe: From enrollment to the end of treatment at 10 weeks of intervention.
Curriculum-Aligned Inferencing Measure
Timeframe: From enrollment to the end of treatment at 10 weeks of intervention.
Curriculum-Aligned Comprehension Monitoring Measure
Timeframe: From enrollment to the end of treatment at 10 weeks of intervention.
Curriculum-Aligned Text Structure Knowledge Measure
Timeframe: From enrollment to the end of treatment at 10 weeks of intervention.