Read It Again! PreK (RIA) is a whole-class, teacher-implemented intervention that embeds explicit language and literacy instruction within the context of shared book reading and has prior evidence of supporting the language and literacy skills of preschool children. We conducted a conceptual replication to test its efficacy when implemented in early childhood special education classrooms relative to regular shared book reading. The randomized controlled trial involved 109 teachers and 726 children (341 with disabilities and 385 peers). Compared to the rigorous counterfactual condition, RIA significantly increased teachers’ provision of explicit instruction targeting phonological awareness, print knowledge, narrative, and vocabulary during shared book readings but had limited impact on children’s language and literacy skills. Findings underscore the need to conduct replication studies to identify interventions that realize effects for specific populations of interest, such as children with disabilities served in early childhood special education classrooms.

中文翻译：

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再读一遍的效果！在幼儿特殊教育课堂中与常规共享书籍阅读的比较

再读一遍！PreK (RIA) 是一种全班级、教师实施的干预措施，将明确的语言和识字教学嵌入到共享书籍阅读的环境中，并有支持学龄前儿童语言和识字技能的先前证据。我们进行了概念复制，以测试其在幼儿特殊教育课堂中实施时相对于常规共享书籍阅读的有效性。随机对照试验涉及 109 名教师和 726 名儿童（341 名残疾和 385 名同龄人）。与严格的反事实条件相比，RIA 显着增加了教师在共享书籍阅读过程中针对语音意识、印刷知识、叙事和词汇的明确教学的提供，但对儿童的语言和读写技能的影响有限。