Ronald Gillam

In this project, the researchers rigorously evaluated the Supporting Knowledge of Language and Literacy (SKILL), an intervention they had developed in a previous IES grant to teach students about story structure and higher level aspects of academic language. Through this efficacy study, they aimed to determine whether training in oral narration impacted the use of higher level language, reading comprehension, and written language. Narration has been shown to be a foundational skill for liter...

The purpose of this project is to develop and test the promise of a narrative language and reading comprehension intervention called Guided, Explicit, Teaching of Oral and Written Narratives to Improve Narrative Text Comprehension (GET ON IT!) for emergent bilinguals with or at risk for reading disabilities (EBs with RD) in grades 2-4. GET ON IT will provide a unique extension of an existing narrative language intervention called Supporting Knowledge in Language and Literacy (SKILL), which w...

Oral language development provides the foundation for learning, reading, and academic success in early childhood. Children with language impairments (LI) and English language learners (ELLs) who are at-risk for oral language deficits are at a disadvantage in educational and social settings. The purpose of this project is to develop a robust program to foster oral language proficiency through instruction in story comprehension and storytelling (narration).