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Review of interventions for students with language problems in the middle grades
What is it about?
This systematic review highlights interventions that are effective for students with language-related disabilities (language, reading, writing) at the discourse level. Fidelity of implementation, research quality of the original studies, outcomes of the studies and their impact on student performance, and the potential for SLPs or other professionals to be effective with the intervention are discussed. These are important factors to consider when reading research related to treatment efficacy, especially when SLPs are serving students in the "middle grades" (i.e., 4-8) where there is a relative dearth of research supported treatments, especially at the discourse level.
Why is it important?
This review is important for clinicians trying to decide what interventions to use with students who continually struggle with language or related (i.e., reading, writing) issues in the later grades. Much research on language development and disoeders focuses on early intervention with little focused on treatment effectiveness and efficacy for older students. This review highlights 7 high quality studies in a way that clinicians in the schools can understand.