Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial.We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context.  First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period.  TeLCI comprised three learning modules per week that involved  Students who experienced TeLCI improved their inferencing and benefited from scaffolding and feedback provided during the intervention.  Female students and those receiving special education services appeared less likely to benefit from TeLCI, whereas multilingual students were more likely to respond.  Further work is needed to determine the optimal conditions under which TeLCI will benefit young children.
TeLCI
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial.We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context.  First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period.  TeLCI comprised three learning modules per week that involved  Students who experienced TeLCI improved their inferencing and benefited from scaffolding and feedback provided during the intervention.  Female students and those receiving special education services appeared less likely to benefit from TeLCI, whereas multilingual students were more likely to respond.  Further work is needed to determine the optimal conditions under which TeLCI will benefit young children.
TeLCI
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial.We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context.  First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period.  TeLCI comprised three learning modules per week that involved  Students who experienced TeLCI improved their inferencing and benefited from scaffolding and feedback provided during the intervention.  Female students and those receiving special education services appeared less likely to benefit from TeLCI, whereas multilingual students were more likely to respond.  Further work is needed to determine the optimal conditions under which TeLCI will benefit young children.
TeLCI
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial.We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context.  First- and second graders identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or to use TeLCI over an 8-week period.  TeLCI comprised three learning modules per week that involved  Students who experienced TeLCI improved their inferencing and benefited from scaffolding and feedback provided during the intervention.  Female students and those receiving special education services appeared less likely to benefit from TeLCI, whereas multilingual students were more likely to respond.  Further work is needed to determine the optimal conditions under which TeLCI will benefit young children.
TeLCI