Effects of a Narrative Intervention on Story Retelling in At-Risk Young Children

Brown, Jennifer A.; Garzarek, Jessica E.; Donegan, Katharine L.

doi:10.1177/0271121414536447

Cited by 29 publications

(22 citation statements)

References 26 publications

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“…In a multiple baseline across-participants experimental study, Brown, Garzarek, and Donegan (2014) implemented narrative-based language intervention with three preschool children at risk for language disorders. Intervention took place two to three times per week.…”

Section: Language Complexitymentioning

confidence: 99%

Using Narrative Intervention to Accelerate Canonical Story Grammar and Complex Language Growth in Culturally Diverse Preschoolers

Petersen

Spencer

2016

Topics in Language Disorders

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Oral narratives are a commonly used, meaningful means of communication that reflects academic language. New state curriculum standards include narrative-related language expectations for young school-age children, including story grammar and complex language. This article provides a review of preschool narrative-based language intervention studies, with special attention to how the intervention accelerated young children's story grammar and complex language beyond developmental expectations, meeting or even exceeding recently adopted state language standards. In addition, we provide an overview of a narrative-based language intervention used with culturally and linguistically diverse preschoolers to prepare them for meeting the language standards in elementary school. Evidence supports a conclusion that personal-themed stories that are developmentally and socially appropriate for preschoolers can strengthen children's use of mainstream story grammar and complex language, which will be an asset to them in elementary school.

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Section: Language Complexitymentioning

confidence: 99%

Using Narrative Intervention to Accelerate Canonical Story Grammar and Complex Language Growth in Culturally Diverse Preschoolers

Petersen

Spencer

2016

Topics in Language Disorders

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“…One way of addressing this issue is to elicit children's narratives using a structured task that focuses on a protagonist involved in a series of goal‐directed behaviors to resolve a problem as the story grammar approach is most closely aligned with this type of task. Previous studies support the use of the story grammar approach as an effective way of assessing the oral narratives of young African American children (e.g., Brown et al., ; Gillam et al., ; Price et al., ).…”

Section: Conceptual Frameworkmentioning

confidence: 87%

“…Although few studies have included young African American children, a recent study by Brown et al. () found that when African American 4‐year‐olds were explicitly taught story grammar elements, their macrostructure skills improved. These studies suggest that the more children understand the elements used to construct stories, the better able they are to structure their own stories.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Studies of narrative interventions find that when children are taught story grammar elements, they are more likely to construct more structurally complex stories (Davies, Shanks, & Davies, 2004;Hayward & Schneider, 2000). Although few studies have included young African American children, a recent study by Brown et al (2014) found that when African American 4-year-olds were explicitly taught story grammar elements, their macrostructure skills improved. These studies suggest that the more children understand the elements used to construct stories, the better able they are to structure their own stories.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Different Tales: The Role of Gender in the Oral Narrative–Reading Link Among African American Children

Gardner-Neblett

Sideris

2017

Child Development

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Evidence suggests that oral narrative skills are a linguistic strength for African American children, yet few studies have examined how these skills are associated with reading for African American boys and girls. The current study uses longitudinal data of a sample of 72 African American 4-year-olds to examine how preschool oral narrative skills predict reading from first through sixth grades and explores differences by gender. Findings indicate that although girls demonstrated stronger narrative skills, their narrative skills did not moderate change in reading. For boys, narrative skills moderated change in reading over time such that as preschool narrative skills increased, their reading scores showed greater change over time. Educational implications and directions for future research are discussed.

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“…Elementary school students are expected to retell stories, identify characters, settings, and main events in a story as well as ask and answer questions about key details from a story [18]. A growing body of evidence supports the effectiveness of narra-tive instruction with a specific focus on explicit teaching of story grammar [19][20][21]. Retelling stories provides students with the opportunity to be an active participant in the reconstruction process, which reinforces the inclusion and appropriate sequencing of story grammar components.…”

Section: Narrative Language Instructionmentioning

confidence: 99%

Brief tiered collaborative narrative intervention for kindergarten students: An exploratory study

Garzarek¹,

Becknal²,

Brown³

2019

Clin Arch Commun Disord

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Early language and emergent literacy skills are predictive of subsequent academic success [1,2]. Children's oral narratives are important in understanding this relationship because limited narrative skills have been demonstrated to be predictive of poor language outcomes [3]. Narrative discourse bridges the gap between contextualized oral and decontextualized literate language and is foundational in the development of reading and writing skills [4]. Beyond its foundation in literacy, narrative discourse is an important component of oral language that is essential to the human experience. Stories allow us to build connections with the people around us, which influences social competence [5]. Children begin school with varying levels of oral language competency Purpose: Children enter school with varying levels of oral language skills and exposure to the narrative structure used in academic contexts based on individual, family, and environmental factors. Multi-tiered instructional models can be used to appropriately identify and support students who need intensive intervention while minimizing over-identification of students. The purpose of this increasing intensity study was to explore the clinical applicability of a tiered narrative language intervention for kindergarten students at-risk for academic difficulties.Methods: Eleven kindergarten students who speak African American English (AAE) participated in a large group co-taught narrative language instruction. An increasing intensity design was used to identify treatment responders and treatment minimal responders. Minimal responders were provided individualized intervention.Results: Eight students were characterized as responders to the large group instruction because of their increased narrative retell performance. Three students were minimal responders to the large group instruction and resultantly received a brief individualized intervention. Throughout the study, students improved their narrative language performance measured by story grammar, story episodes, and language complexity. Conclusions:The feasibility of this collaborative narrative intervention with increasing intensity based on student response coupled with recent tiered narrative experimental studies is promising. Clinical implications of using multi-tiered narrative language systems in elementary school are discussed.

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Effects of a Narrative Intervention on Story Retelling in At-Risk Young Children

Cited by 29 publications

References 26 publications

Using Narrative Intervention to Accelerate Canonical Story Grammar and Complex Language Growth in Culturally Diverse Preschoolers

Using Narrative Intervention to Accelerate Canonical Story Grammar and Complex Language Growth in Culturally Diverse Preschoolers

Different Tales: The Role of Gender in the Oral Narrative–Reading Link Among African American Children

Brief tiered collaborative narrative intervention for kindergarten students: An exploratory study

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