A Systematic Review of Narrative-Based Language Intervention With Children Who Have Language Impairment

Abstract

This systematic review focuses on research articles published since 1980 that assess outcomes of narrative-based language intervention for preschool and school-age children with language impairment. The author conducted a comprehensive search of electronic databases and hand searches of other sources for studies using all research designs except nonexperimental case studies. The results of the studies were converted to a common metric using effect sizes. The review yielded nine studies that met inclusion criteria. The majority of studies reported moderate to large effect sizes for narrative macrostructure and microstructure. Although the results of the studies were generally positive, each of the studies had a limited number of participants, limited experimental control, and considerable variation in the procedures and materials used. Clinicians should be cautious when interpreting the results of these studies. Narrative intervention is at an emerging stage of evidence and needs further investigation.

Narrative skills in preschool and first grade children

“…Η αξιολόγηση του αφηγημα-τικού λόγου συχνά συντελεί στη διάκριση των τυπικά αναπτυσσόμενων μαθητών από εκεί-νους με γλωσσικές δυσκολίες (Vandewalle, Boets, Boons, Ghesquiere, & Zink, 2012· Westerveld et al, 2008. Επίσης, η ικανότητα παραγωγής δομημένων αφηγήσεων αποτελεί ένα νατουραλιστικό μέσο εξέτασης συγκεκριμένων γλωσσικών δεξιοτήτων (Petersen, 2010).…”

Small Groups, Big Gains: Efficacy of a Tier 2 Phonological Awareness Intervention With Preschoolers With Early Literacy Deficits

“…These reviews have included a variety of interventions targeting various domains of language. Other reviews have had a narrow focus, evaluating multicomponent interventions for areas such as school-age grammar (Ebbels, 2014), narrative (Petersen, 2011), or auditory processing skills (Fey et al, 2011). Although these types of reviews provide valuable information, because they combine different interventions or include multicomponent interventions, they do not allow for a determination of the efficacy of a particular intervention technique.…”

Narrative Skills of Youth with Down Syndrome: a Comprehensive Literature Review

“…In contrast, a modest number of studies have evaluated narrative interventions for individuals with language-learning difficulties or disorders. Such studies have revealed positive outcomes, particularly for macrostructural measures (Petersen 2011), and could serve as a resource for practitioners working with DS as well.…”