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July 17, 2017

Researchers at Utah State University (Ron Gillam and Sandra Gillam) and The Meadows Center for Preventing Educational Risk (Sharon Vaughn and Greg Roberts) have been awarded a $3.3 million, 4-year federal grant to test a program for improving the narrative comprehension and composition of first- through fourth-grade students at risk for language and learning difficulties.

The funding from the Institute of Education Sciences will allow the researchers to evaluate the effects of the Supporting Knowledge in Language and Literacy (SKILL) curriculum in a large randomized clinical trial in Utah and Texas over the next 4 years.

This work will build on previous research on the impact of early instruction in narrative language skills, such as story structure, character development, and causation. This research demonstrated the importance of narrative language proficiency to academic success. Students with language and learning difficulties will be the focus of the efficacy studies at the Utah and Texas sites.

Students randomized to receive the language and literacy intervention will participate in approximately 40 half-hour sessions. Instruction will focus on story structure, strategies for constructing situation models, and the integration of new information into long-term memory. The literature-based texts and activities will closely align with the kinds of texts students read and write in general education classrooms. The project team will evaluate the effects of the curriculum by examining student performance on measures of narrative language during oral and written storytelling, reading comprehension, and early written language.

For more information about this project, visit the project webpage.

Tags: Reading Institute  Supporting Knowledge in Language and Literacy (SKILL)