Abstract

This paper reports the outcomes of an experimental evaluation of Direct Instruction Spoken English (DISE), an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach DISE Level 1 or their typical English language development program. Treatment teachers received two days of training and taught daily lessons. Project staff assessed 746 sixth and seventh-grade students with a proximal measure of English language proficiency and distal measures of language and oral reading fluency. Analyses of oral English language suggested differences between intervention conditions favored the DISE condition for students who began with lower English language proficiency and accumulated when taught over two years. Differences between intervention conditions were not observed after only one year of instruction and for students with advanced levels of English language proficiency. The findings suggest that an evidence-based English oral language program that included frequent teacher demonstrations and opportunities for students to practice speaking English may improve English oral language skills for middle school students.

Supplemental data for this article is available online at https://doi.org/10.1080/10824669.2022.2045993 .

摘要

本文报告了直接指导口语英语( DISE ) 的实验评估结果，DISE 是一门专注于培养英语学习者 (EL) 的英语口语、听力和理解能力的英语语言课程。三个州的 29 所中学被随机分配教授DISE 1 级或其典型的英语语言发展课程。治疗教师接受了两天的培训，并每天教授课程。项目工作人员对 746 名六年级和七年级学生进行了英语语言能力的近端测量和语言和口语阅读流畅度的远端测量。对英语口语的分析表明干预条件之间的差异有利于DISE适用于英语语言水平较低并在两年以上的教学中积累的学生的条件。在仅仅一年的教学后和英语水平较高的学生中，没有观察到干预条件之间的差异。研究结果表明，一个以证据为基础的英语口语课程，包括频繁的教师示范和让学生练习说英语的机会，可能会提高中学生的英语口语技能。

本文的补充数据可在 https://doi.org/10.1080/10824669.2022.2045993 在线获取。