Improving Narrative Production in Children With Language Disorders: An Early-Stage Efficacy Study of a Narrative Intervention Program

Gillam, Sandra Laing; Olszewski, Abbie; Squires, Katie; Wolfe, Katie; Slocum, Timothy A.; Gillam, Ronald B.

doi:10.1044/2017_lshss-17-0047

Cited by 37 publications

(23 citation statements)

References 40 publications

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“…Whilst narratives have been employed effectively in interventions with pre-and primary school-aged children with language disorder (e.g., Davies et al 2004, Gillam et al 2018, Gillam and Gillam 2016, Swanson et al 2005, there are limited narrative intervention studies with adolescents. In a systematic review of narrativebased language interventions with children with language impairment conducted by Petersen (2011), only one of nine studies included older children with this study focusing on expressing oral and written narratives (Gillam et al 1995).…”

Section: Narrative Interventionsmentioning

confidence: 99%

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Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial

Joffe

Rixon

Hulme

2019

Intl J Lang & Comm Disor

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Background Although language and communication difficulties are common in secondary school students, there has been limited research into the efficacy of interventions for adolescents with language and communication difficulties. Aims To investigate the efficacy of teaching assistant (TA)‐delivered narrative and vocabulary interventions to mainstream secondary school‐aged students with language disorder. Methods & Procedures A randomized controlled trial (RCT) of a language and communication intervention was used to evaluate the efficacy of vocabulary and narrative interventions to improve the vocabulary and narrative performance of adolescents (mean age = 12.8 years) with language disorder. The language and communication programmes (narrative, vocabulary and combined narrative and vocabulary) were delivered by TAs in the classroom, three times per week, for 45–60 min each, over 6 weeks, totalling 18 sessions. Standardized and intervention‐specific measures were used as outcomes. Outcomes & Results Twenty‐one schools with 358 eligible participants were recruited. The three intervention groups showed significant improvements ( d = .296) on a narrative latent variable defined by a standardized narrative assessment (the Expression, Reception and Recall of Narrative Instrument—ERRNI), but there were no significant improvements on an overall vocabulary latent variable compared with the waiting control group. Differential effects were found on some non‐standardized intervention‐specific measures with the narrative group making significantly more progress on narrative tasks compared with the waiting control group, the vocabulary group showing the same pattern on specific vocabulary tasks, and the combined narrative and vocabulary group making significantly more progress on some of the intervention‐specific narrative, and all the intervention‐specific vocabulary outcomes compared with the waiting control group. Conclusions & Implications It is possible to improve narrative but not vocabulary skills, as assessed by standardized measures, in secondary school students with a relatively brief group TA‐delivered intervention. There were differential effects for both narrative and vocabulary with intervention‐specific measures. Future work is required to explore whether more intensive and longer lasting interventions would be more effective and to identify which students in this age group are most likely to benefit from such interventions.

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Section: Narrative Interventionsmentioning

confidence: 99%

“…, Gillam et al . , Gillam and Gillam , Swanson et al . ), there are limited narrative intervention studies with adolescents.…”

Section: Introductionmentioning

confidence: 99%

Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial

Joffe

Rixon

Hulme

2019

Intl J Lang & Comm Disor

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“…These skills are called Theory of Mind (13) . During the recount, the Theory of Mind can help the child understand the intentionality of the characters and verbally express it so that the listener can understand the story in its entirety (14,15) .…”

Section: Introductionmentioning

confidence: 99%

O efeito da tutela na narrativa de crianças em desenvolvimento típico

Silveira

Brocchi

Perissinoto

et al. 2019

CoDAS

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RESUMO Objetivo Os objetivos deste estudo foram: 1) avaliar o efeito da tutela no tipo de narrativa produzida por crianças em desenvolvimento típico, 2) compará-lo entre crianças de ensino público e privado, e 3) relacioná-lo com o vocabulário, faixa etária e desempenho escolar. Método A amostra foi constituída por 107 crianças de escolas pública e particular, de 4 a 9 anos, em desenvolvimento típico. As narrativas das crianças foram eliciadas a partir de sequências de figuras, e pontuadas de acordo com o tipo de discurso: descritivo, causal ou intencional. O desempenho narrativo foi comparado antes e após a tutela, intra e entre grupos (escola pública e particular). O tipo de narrativa foi correlacionado ao vocabulário, idade e desempenho escolar. Resultados Antes da tutela, a maioria das narrativas das crianças foi classificada como descritiva. Após a tutela, houve predominância de narrativas do tipo intencional. As crianças de escola pública e particular apresentaram desempenho semelhante quando comparado o tipo de narrativa utilizada sem e com tutela. Após a tutela, o tipo de narrativa apresentou correlação significante com o vocabulário e com o desempenho escolar das crianças. Conclusão A tutela é promotora da qualidade da narrativa produzida pelas crianças e este efeito apresentou correlação com o vocabulário.

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“…Component language skills that may be taught in support of this over-arching discourse-level goal may include teaching students to “ask and answer questions about key details in text (CCSS.ELA-Literacy.RL.1.1),” “retell stories including key details (CCSS.ELA-Literacy.RL.1.2),” and to “describe the overall structure of a story, including how the beginning introduces the story and the ending concludes the action (CCSS.ELA-Literacy.RL.2.5).” The authors designed a progress-monitoring tool to measure growth in the ability to generate fictional stories consistent with standards outlined in the CCCS (National Governors Association and Council of Chief State School Officers, 2011). A brief list of the reading and writing anchor standards that define what students should understand and be able to accomplish by the end of Grade 3 that are directly measured on the progress-monitoring tool described in this article (Monitoring Indicators of Scholarly Language [MISL]; S. Gillam, Gillam, & Laing, 2012) is provided in the Online Supplemental Material A.…”

mentioning

confidence: 99%

“…Gillam, Gillam, & Laing, 2012) is provided in the Online Supplemental Material A. The purpose of this study was to evaluate the psychometric properties of a progress-monitoring tool called MISL (S. Gillam et al, 2012).…”

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confidence: 99%

Monitoring Indicators of Scholarly Language

Gillam

Fargo

et al. 2016

Communication Disorders Quarterly

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The purpose of this study was to assess the basic psychometric properties of a progress-monitoring tool designed to measure narrative discourse skills in school-age children with language impairments (LI). A sample of 109 children with LI between the ages of 5 years 7 months and 9 years 9 months completed the Test of Narrative Language (TNL). The stories told in response to the alien picture prompt were transcribed and scored according to the TNL manual criteria and the criteria established for scoring the progress-monitoring tool, Monitoring Indicators of Scholarly Language (MISL). The MISL total score demonstrated acceptable levels of internal consistency reliability, inter-rater reliability, and construct validity for use as a progress-monitoring tool for specific aspects of narrative proficiency. The MISL holds promise as a tool for tracking growth in narrative language proficiency that may be taught as part of an intervention program to support the Common Core Standards related to literacy.

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Improving Narrative Production in Children With Language Disorders: An Early-Stage Efficacy Study of a Narrative Intervention Program

Cited by 37 publications

References 40 publications

Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial

Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial

O efeito da tutela na narrativa de crianças em desenvolvimento típico

Monitoring Indicators of Scholarly Language

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