Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study

Gillam, Sandra Laing; Olszewski, Abbie; Fargo, Jamison D.; Gillam, Ronald B.

doi:10.1044/2014_lshss-13-0008

Cited by 58 publications

(41 citation statements)

References 31 publications

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“…In the case of the vocabulary probe, the pattern was opposite: Although both clinically significant, the posttest gains were much larger for the low-than high-risk experimental groups and not observed in the control groups. The authors argued that classroom-based narrative language with embedded vocabulary instruction can lead to clinically significant change in narrative Gillam et al (2014), Spencer et al (2015) compared a whole class preschool narrative language program implemented in 15-20 minute lessons, 3 times per week for 4 weeks (n ¼ 36) to a business-asusual classroom (n ¼ 35) at a Head Start preschool. Significantly greater gains in the experimental group were found on program-specific outcome measures of narrative recall and story comprehension, but not story generation.…”

Section: Slp-educator Classroom Collaboration: Evidence and Discussionmentioning

confidence: 99%

“…Three of the studies addressed narrative language and (Gallagher & Chiat, 2009) comparing direct group intervention (96 hours) and classroom-based services (11 hours) for preschool children was not included in the review due to the highly discrepant difference in hours of service across the treatment conditions. Gillam et al (2014) identified children in two grade 1 classrooms as either high or low risk based on a cut-off standard score of 90 on the Test of Narrative Language (Gillam & Pearson, 2004). For the experimental classroom (low risk: n ¼ 10; high risk: n ¼ 11), the SLP provided 30-minute, full class narrative language instruction sessions targeting story grammar and related vocabulary, elaboration, and independent storytelling 3 times per week for 6 weeks.…”

Section: Slp-educator Classroom Collaboration: Evidence and Discussionmentioning

confidence: 99%

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SLP-educator classroom collaboration: A review to inform reason-based practice

Archibald

2017

Autism & Developmental Language Impairments

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Background and aims: Increasingly, speech language pathologists are engaging in collaborative classroom services with teachers and other educators to support children with developmental language disorder and other communication impairments. Recent systematic reviews have provided a summary of only a small fraction of the available evidence and recommended the use of reason-based practice in the absence of a sufficient empirically driven evidence base. The purpose of this paper was to provide a broad (but critical) review of the existing evidence. Main contribution: Papers were gathered through review of reference lists in the recent systematic reviews and other published works, as well as general internet searches. A total of 49 papers were identified either reporting empirical evidence pertaining to SLP-educator collaborative classroom activities, empirical evidence pertaining to consultative services, classroom instruction, or small group intervention in the classroom, or providing information, discussion, surveys, or reviews related to the topic. Evidence pertaining to vocabulary, oral language, phonological awareness, curriculum-based language, and written language were summarized together with qualifications based on elements of the research design. Conclusion and implications: Although much of the evidence must be interpreted with considerable caution, the present review is informative for clinicians looking to adopt a reason-based approach to practice.

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Section: Slp-educator Classroom Collaboration: Evidence and Discussionmentioning

confidence: 99%

Section: Slp-educator Classroom Collaboration: Evidence and Discussionmentioning

confidence: 99%

SLP-educator classroom collaboration: A review to inform reason-based practice

Archibald

2017

Autism & Developmental Language Impairments

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“…It has been studied in groups of three or four students with specific language impairment (SLI) or students who are learning English as a second language and also has been investigated in a classroom context (Gillam, Olszewski, Fargo, & Gillam, 2014) and when provided individually to students with SLI and autism spectrum disorder (ASD; Gillam, Hartzheim, Studenka, Simonsmeier, & Gillam, 2015).…”

Section: Narrative Intervention (Skill)mentioning

confidence: 99%

Narrative Discourse Intervention for School-Aged Children With Language Impairment

Gillam

2016

Topics in Language Disorders

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Narrative language proficiency is a critical contributor to academic success for school-aged students. This article presents a narrative language intervention, Supporting Knowledge in Language and Literacy (SKILL), that is based on research in the fields of developmental psycholinguistics and discourse processing. SKILL was designed to provide school-age children with language learning difficulties with the cognitive and linguistic skills that underlie narrative comprehension and composition. A comprehensive description of the intervention program is presented first, followed by a summary of the qualitative and quantitative evidence supporting its use. Quantitative results from summarized studies show that SKILL is associated with consistently moderate to large effect sizes for improving narrative proficiency, ranging from 0.66 to 2.54 for students with language learning difficulties aged 5-11 years, and from 1.63 to 5.11 for students with autism spectrum disorders aged 8-12 years. Narrative intervention has the potential to have lasting effects that generalize to new stories and new story comprehension and production contexts (such as reading and writing) if children attain the critical cognitive and linguistic skills that support narration.

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“…In this sense, the narrative is an important aspect of language, directly relevant for the social and academic development of children (21) . The program involved identification, exploration and production of the narrative elements, using oral support, images and writing (14,22) . Nine weekly meetings were planned, with the materials coherent with the academic level of the sample, selected in partnership with the teachers.…”

Section: ) Drawing Up Of the Programmentioning

confidence: 99%

“…Programs involving oral language practices have shown relevant results in student learning, as they potentialize the development of reading and/or writing (11)(12)(13)(14)(15)(16)(17) . However, we have not found studies on the influence of these programs on the social functioning of Elementary School children.…”

Section: Introductionmentioning

confidence: 99%

Efeitos de um programa de linguagem no funcionamento social de crianças do Ensino Fundamental

Stivanin

Cárnio

2017

CoDAS

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RESUMO Objetivo o objetivo deste estudo foi descrever um programa de estimulação de linguagem, incluindo capacitação docente e atividades práticas em sala de aula, e investigar o efeito deste sobre o funcionamento social e problemas comportamentais de escolares do Ensino Fundamental. Método participaram 136 crianças de seis salas de uma escola pública e seus professores. O grupo pesquisa recebeu o programa de estimulação de linguagem: 16 horas de capacitação docente e 9 encontros em sala de aula com atividades para os escolares. As atividades envolveram reflexão e prática com a estrutura narrativa. Os professores preencheram questionários sobre as habilidades sociais e problemas de comportamento de seus alunos, pré e pós-programa. Resultados houve diferença estatisticamente significante entre pré e pós-programa dos grupos pesquisa em assertividade/desenvoltura social (1º e 5º anos) e cooperação/afetividade (1º e 3º anos). Nos grupos pesquisa, diferente dos escolares do 1º e do 5º anos, crianças do 3º ano apresentaram maior evolução em suas habilidades de autocontrole, o que pode estar relacionado à menor frequência de problemas externalizantes neste grupo. Conclusão o programa de linguagem proporcionou efeitos positivos nas habilidades de assertividade/desenvoltura social e cooperação/afetividade.

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Classroom-Based Narrative and Vocabulary Instruction: Results of an Early-Stage, Nonrandomized Comparison Study

Cited by 58 publications

References 31 publications

SLP-educator classroom collaboration: A review to inform reason-based practice

SLP-educator classroom collaboration: A review to inform reason-based practice

Narrative Discourse Intervention for School-Aged Children With Language Impairment

Efeitos de um programa de linguagem no funcionamento social de crianças do Ensino Fundamental

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