• The Impact of Whole-Classroom...

Treffer: The Impact of Whole-Classroom Narrative Interventions on Children's Narrative Language Development.

Title:
The Impact of Whole-Classroom Narrative Interventions on Children's Narrative Language Development.
Authors:
Israelsen-Augenstein M; Department of Human Performance, School of Medicine, West Virginia University, Morgantown., Moore M; Department of Human Performance, School of Medicine, West Virginia University, Morgantown.; Department of Communication Sciences and Disorders, University of Maine, Orono., Brandel J; Department of Human Performance, School of Medicine, West Virginia University, Morgantown., Toman T; Department of Human Performance, School of Medicine, West Virginia University, Morgantown.
Source:
Language, speech, and hearing services in schools [Lang Speech Hear Serv Sch] 2026 Jan 15; Vol. 57 (1), pp. 224-238. Date of Electronic Publication: 2025 Oct 29.
Publication Type:
Journal Article
Language:
English
Journal Info:
Publisher: American Speech and Hearing Assn Country of Publication: United States NLM ID: 0323431 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1558-9129 (Electronic) Linking ISSN: 01611461 NLM ISO Abbreviation: Lang Speech Hear Serv Sch Subsets: MEDLINE
Imprint Name(s):
Original Publication: Washington, American Speech and Hearing Assn.
MeSH Terms:
Narration* , Language Development Disorders*/therapy , Child Language* , Language Development*, Humans ; Child ; Male ; Female ; Schools
Entry Date(s):
Date Created: 20251029 Date Completed: 20260115 Latest Revision: 20260115
Update Code:
20260116
DOI:
10.1044/2025_LSHSS-25-00040
PMID:
41160172
Database:
MEDLINE

Weitere Informationen

Purpose: Developmental language disorder (DLD) affects an estimated 7%-10% of children in the United States, with some regions reporting significantly higher prevalence rates. This study examines the impact of whole-classroom narrative interventions on first- and second-grade students' oral narrative language outcomes.
Method: A quasi-experimental pretest-posttest nonequivalent groups design was utilized, comparing students receiving the intervention ( n = 30) to a control group with business-as-usual instruction ( n = 21).
Results: Results demonstrated significant improvements in both macrostructure and microstructure narrative skills among the intervention group.
Discussion: Findings support the feasibility and efficacy of whole-classroom interventions in addressing language development needs, particularly in underserved areas. Implications for practice and future research directions are discussed.
Supplemental Material: https://doi.org/10.23641/asha.30408514.