The Effects of Oral Narrative Intervention on the Narratives of Children with Language Disorder: a Systematic Literature Review

Favot, Kate; Carter, Mark; Stephenson, Jennifer

doi:10.1007/s10882-020-09763-9

Cited by 27 publications

(21 citation statements)

References 70 publications

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“…Previous systematic review and meta-analysis studies [ 98 , 99 , 100 ] have provided evidence that using social pragmatic, pragmatic language, and narrative interventions can support the social communication and language abilities of children with ASD or with other language disorders. However, to our knowledge, there are no studies that have assessed whether multimodal (gesture-based) training with non-TD children could also contribute to their language development.…”

Section: Discussionmentioning

confidence: 99%

“…Although there are two training studies with TD children that have been reviewed in this paper [ 83 , 84 ], training studies conducted with non-TD children have to date not focused specifically on the role of multimodality. For instance, no previous training studies involving gestures as an empirical condition have assessed the value of narrative and sociopragmatic training in ASD or in language disorders [ 98 , 99 , 100 ]. The long-term effects of these interventions and the extent to which learning thus acquired is generalized to new contexts is largely unknown, and thus assessing multimodal interventions could help teachers, clinicians, speech-language therapists, and also families to adapt new teaching methodologies that emphasize the importance of the role of gestures in multimodal narrative abilities in children.…”

Section: Discussionmentioning

confidence: 99%

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The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children’s Language Development

Vilà-Giménez

Prieto

2021

Children

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Speakers produce both referential gestures, which depict properties of a referent, and non-referential gestures, which lack semantic content. While a large number of studies have demonstrated the cognitive and linguistic benefits of referential gestures as well as their precursor and predictive role in both typically developing (TD) and non-TD children, less is known about non-referential gestures in cognitive and complex linguistic domains, such as narrative development. This paper is a systematic review and narrative synthesis of the research concerned with assessing the effects of non-referential gestures in such domains. A search of the literature turned up 11 studies, collectively involving 898 2- to 8-year-old TD children. Although they yielded contradictory evidence, pointing to the need for further investigations, the results of the six studies–in which experimental tasks and materials were pragmatically based–revealed that non-referential gestures not only enhance information recall and narrative comprehension but also act as predictors and causal mechanisms for narrative performance. This suggests that their bootstrapping role in language development is due to the fact that they have important discourse–pragmatic functions that help frame discourse. These findings should be of particular interest to teachers and future studies could extend their impact to non-TD children.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children’s Language Development

Vilà-Giménez

Prieto

2021

Children

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“…In fact, considerable research has been carried out since this review. Other reviews have focused on more particular issues, such as specific areas of language intervention (i.e., narrative-based interventions [ 53 , 54 ] and phonological and associated expressive language difficulties [ 55 ]), the mediating role of short-term memory over the efficacy of language intervention [ 56 ], or the use of videos and digital media in interventions that were carried out by parents [ 57 ]. As a considerable amount on new studies have been made available since the last systematic general review [ 52 ], it also seemed to be important to carry out an updated review of the literature.…”

Section: Introduction: Developmental Language Disordermentioning

confidence: 99%

Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review

Rinaldi¹,

Caselli

Cofelice³

et al. 2021

Brain Sciences

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Background. Language disorder is the most frequent developmental disorder in childhood and it has a significant negative impact on children’s development. The goal of the present review was to systematically analyze the effectiveness of interventions in children with developmental language disorder (DLD) from an evidence-based perspective. Methods. We considered systematic reviews, meta-analyses of randomized controlled trials (RCTs), control group cohort studies on any type of intervention aimed at improving children’s skills in the phono-articulatory, phonological, semantic-lexical, and morpho-syntactic fields in preschool and primary school children (up to eight years of age) that were diagnosed with DLD. We identified 27 full-length studies, 26 RCT and one review. Results. Early intensive intervention in three- and four-year-old children has a positive effect on phonological expressive and receptive skills and acquisitions are maintained in the medium term. Less evidence is available on the treatment of expressive vocabulary (and no evidence on receptive vocabulary). Intervention on morphological and syntactic skills has effective results on expressive (but not receptive) skills; however, a number of inconsistent results have also been reported. Only one study reports a positive effect of treatment on inferential narrative skills. Limited evidence is also available on the treatment of meta-phonological skills. More studies investigated the effectiveness of interventions on general language skills, which now appears as a promising area of investigation, even though results are not all consistent. Conclusions. The effectiveness of interventions over expressive and receptive phonological skills, morpho-syntactic skills, as well as inferential skills in narrative context underscores the importance that these trainings be implemented in children with DLD.

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“…For students with language difficulties, there is a growing body of research suggesting that narrative intervention can quickly produce important gains in the production and comprehension of narrative structures that can be generalized to academic skills such as reading comprehension and writing. [56][57][58][59] A discussion of narrative intervention is beyond the scope of this article (see Spencer and Petersen 60 for a review); here, we recommend SLPs address narrative structures that align with the story grammar framework, 61 which undergirds the academic expectations in U.S. schools. 37 This framework includes several generally applicable elements, including character, setting, initiating event (or problem), emotion, attempt (or action), consequence, and resolution (or ending).…”

Section: Discourse Structuresmentioning

confidence: 99%

Feasible and Effective Language Intervention Strategies that Accelerate Students' Academic Achievement

Kelley

Spencer

2021

Semin Speech Lang

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Speech-language pathologists (SLPs) who work in schools are responsible for delivering intervention that improves language abilities but has an impact on academic outcomes. To accomplish this, SLPs need feasible and effective strategies that can be readily incorporated into clinical practice. In this article, we describe two ways that SLPs can deliver intervention that can improve language abilities and academic outcomes: choosing academic language targets and providing language intervention contextualized in the academic curriculum.

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The Effects of Oral Narrative Intervention on the Narratives of Children with Language Disorder: a Systematic Literature Review

Cited by 27 publications

References 70 publications

The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children’s Language Development

The Value of Non-Referential Gestures: A Systematic Review of Their Cognitive and Linguistic Effects in Children’s Language Development

Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review

Feasible and Effective Language Intervention Strategies that Accelerate Students' Academic Achievement

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