The Effects of Literate Narrative Intervention on Children With Neurologically Based Language Impairments: An Early Stage Study

Petersen, Douglas B.; Gillam, Sandra Laing; Spencer, Trina D.; Gillam, Ronald B.

doi:10.1044/1092-4388(2009/09-0001)

Cited by 93 publications

(76 citation statements)

References 42 publications

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“…Next, she read the book with pauses before each target word (i.e, a cloze procedure as in Petersen, Gillam, Spencer, & Gillam, 2010). For example, one story begins with, “Bob and Joe are best buds!” On the second reading, the interventionist said, “Bob and Joe are best _____” and waited up to 5 seconds for the child to fill in the blank.…”

Section: Methodsmentioning

confidence: 99%

Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism

Brady

Storkel

Bushnell

et al. 2015

Am J Speech Lang Pathol

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Purpose To investigate a new intervention package aimed at increasing expressive word learning by school-age children with autism who have limited expressive vocabularies. This pilot investigation was intended to show proof of concept. Method Ten children between the ages of 6-10 years with educational diagnoses of autism and limited expressive vocabularies at the outset of the study participated. A multimodal intervention composed of speech sound practice and AAC was used to teach individualized vocabulary words that were selected based on initial speech sound repertoires and principles of phonotactic probability and neighborhood density. A multiple-probe design was used to evaluate learning outcomes. Results Five children showed gains in spoken- word learning across successive word sets (High Responders). Five children did not meet learning criteria (Low Responders). Comparisons of behaviors measured prior to intervention indicated that High Responders had relatively higher skills in receptive language, prelinguistic communication, vocal/verbal imitation, adaptive behavior and consonant productions. Conclusions The intervention package holds promise for improving spoken word productions for some children with autism who have limited expressive vocabularies. Further research is needed to better describe who may most benefit from this approach as well as investigate generalized benefits to untaught contexts and targets.

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Section: Methodsmentioning

confidence: 99%

Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism

Brady

Storkel

Bushnell

et al. 2015

Am J Speech Lang Pathol

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show abstract

“…Second, narrative interventions involving story grammar analysis have generally been shown to be effective in improving reading comprehension skills in older, school-aged children (Dimino et al, 1995; National Reading Panel, 2000; Shanahan et al, 2010). Third, although relatively few studies have included preschool-aged children, there is some evidence that narrative-based language interventions can be successful for children who exhibit language impairments and other developmental delays (Petersen et al, 2010; Spencer and Slocum, 2010). Petersen (2011) reviewed narrative intervention studies involving children with language impairments or learning disabilities of the nine studies included in the review, three included at least some preschoolers in their participant sample (Tyler and Sandoval, 1994; Hayward and Schneider, 2000; Davies et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Structured narrative retell instruction for young children from low socioeconomic backgrounds: a preliminary study of feasibility

2014

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Successful acquisition of literacy depends on adequate development of decoding skills as well as broader, meaning-related knowledge and skills for text comprehension. Children from low socioeconomic status (SES) backgrounds are often challenged in both domains, relative to peers who are not economically disadvantaged. The efficacy of code-focused instructional programs for at-risk preliterate children is well supported, but less evidence is available regarding interventions to improve broader language and comprehension skills. This preliminary study tested the feasibility of a new intervention, “structured narrative retell instruction” (SNRI), and explored its potential to enhance meaning-related knowledge and skills, including vocabulary, listening comprehension, and narrative skills, in pre-literate, low SES children. SNRI used authentic children's books to model comprehension processes, explicitly teach story grammar, and implicitly target microstructural aspects of narratives. Participants included 9 children with a mean age of 60 months, who were randomly assigned to SNRI or to code-focused literacy instruction (CFLI). Each group received 12, 40-min instructional sessions over 6 weeks. Pre- and post-tests were administered to assess vocabulary, listening comprehension, narrative macrostructure and narrative microstructure, as well as alphabet knowledge, phonological awareness, and concepts of print. The feasibility of SNRI was demonstrated by completion of the designed study, moderately high treatment fidelity, and qualitative feedback from interventionists. The SNRI group also made significant gains on 4 of the 7 meaning-related measures (p < 0.10). In comparison, the CFLI group made significant gains on 2 of 7 meaning-related measures. We conclude that SNRI is feasible and shows potential for improving language skills related to comprehension and that further research investigating its efficacy is warranted.

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“…Some other studies (Davies et al, 2004;Petersen et al, 2008Petersen et al, , 2010 used explicit therapy to focus mainly on narrative production, but also included some work on expressive grammar. These found progress on narrative ability and grammar.…”

Section: Combination Of Explicit and Implicit Approachesmentioning

confidence: 99%

Effectiveness of intervention for grammar in school-aged children with primary language impairments: A review of the evidence

Ebbels

2013

Child Language Teaching and Therapy

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This article summarizes the evidence as regards the effectiveness of therapy for grammar for school-aged children with language impairments. I first review studies focusing on specific areas of grammar (both expressive and receptive targets) and then studies aiming to improve language more generally, several of which focus more on the effectiveness of different methods of delivery. I conclude that while there is a growing body of evidence in this area, there are still many gaps. The most concerning gap is the small amount of evidence of effectiveness of intervention for children with receptive as well as expressive language impairments. The evidence to date seems to indicate that these children need specialist, intensive help in order to make progress with their language. Further research is also needed to consider the relative impact of different types of interventions (or their combination) on children of different ages and with different language profiles, including establishing the most effective and/or cost-effective methods of delivery of these interventions.

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The Effects of Literate Narrative Intervention on Children With Neurologically Based Language Impairments: An Early Stage Study

Abstract: The results of this study suggest that literate narrative intervention may be useful for improving children's functional use of narrative macrostructure and microstructure, including literate language.

Cited by 93 publications

References 42 publications

Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism

Investigating a Multimodal Intervention for Children With Limited Expressive Vocabularies Associated With Autism

Structured narrative retell instruction for young children from low socioeconomic backgrounds: a preliminary study of feasibility

Effectiveness of intervention for grammar in school-aged children with primary language impairments: A review of the evidence

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