Purpose This systematic review synthesized a set of peer-reviewed studies published between 1985 and 2019 and addressed the effectiveness of existing narrative and expository discourse interventions for late elementary- and middle school-aged students with language-related learning disabilities. Method A methodical search of the literature for interventions targeting expository or narrative discourse structure for students aged 9-14 years with group experimental designs identified 33 studies, seven of which met specific criteria to be included in this review. Results An 8-point critical appraisal scale was applied to analyze the quality of the study design, and effect sizes were calculated for six of the seven studies; equivocal to small effects of far-transfer outcomes (i.e., generalizability to other settings) and equivocal to moderate near-transfer outcomes (i.e., within the treatment setting) were identified. The most effective intervention studies provided explicit instruction of expository texts with visual supports and student-generated learning materials (e.g., notes or graphic organizers) with moderate dosage (i.e., 180-300 min across 6-8 weeks) in a one-on-one or paired group setting. Greater intervention effects were also seen in children with reading and/or language disorders, compared to children with overall academic performance difficulties. Conclusions A number of expository discourse interventions showed promise for student use of learned skills within the treatment setting (i.e., near-transfer outcomes) but had limited generalization of skills (i.e., far-transfer outcomes). Supplemental Material https://doi.org/10.23641/asha.12449258.

中文翻译：

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对与语言有关的学习障碍的学龄儿童进行学术话语干预的系统评价。

目的这项系统综述总结了一组在1985年至2019年之间发表的同行评审研究，探讨了现有叙事和说明性话语干预措施对语言相关学习障碍的中小学晚期学生的有效性。方法：有条理地搜索文献以寻找针对9-14岁学生的说明性或叙述性话语结构的干预措施，并采用小组实验设计，确定了33项研究，其中7项符合特定标准，需要纳入本评价。结果采用8分临界评估量表来分析研究设计的质量，并为7项研究中的6项计算了效应量；对于远距离转移结果的微小影响（例如，确定了对其他环境的普遍适用性）和中度近转移结果（即在治疗环境中）含糊不清。最有效的干预研究以一对一的方式，以适度的剂量（即在6-8周内180-300分钟），提供了带有视觉支持的说明文字的明确指导和由学生生成的学习材料（例如，笔记或图形组织者）。一个或成对的组设置。与总体学习成绩有困难的儿童相比，阅读和/或语言障碍儿童的干预效果也更大。结论许多说明性话语干预显示了在治疗背景下学生使用已学技能的希望（即接近转移的结局），但对技能的概括性有限（即远转移的结局）。补充材料https：