Large Group Narrative Intervention in Head Start Preschools: Implications for Response to Intervention

Autor/inn/en	Spencer, Trina D.; Petersen, Douglas B.; Slocum, Timothy A.; Allen, Melissa M.
Titel	Large Group Narrative Intervention in Head Start Preschools: Implications for Response to Intervention
Quelle	In: Journal of Early Childhood Research, 13 (2015) 2, S.196-217 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X13515419
Schlagwörter	Early Intervention; At Risk Students; Preschool Education; Quasiexperimental Design; Pretests Posttests; Comparative Analysis; Control Groups; Experimental Groups; Story Telling; Recall (Psychology); Illustrations; Peer Teaching; Teaching Methods; Language Skills; Comprehension; Large Group Instruction; Response to Intervention; Program Effectiveness; Statistical Analysis; Bilingual Students; Cultural Relevance; Hispanic American Students; Asian American Students; White Students; Story Reading; Nonverbal Communication; Cooperative Learning; Scoring + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Abberufung; Bildliche Darstellung; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Sprachkompetenz; Verstehen; Verständnis; Statistische Analyse; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; Non-verbal communication; Nonverbale Kommunikation; Kooperatives Lernen; Bewertung
Abstract	This study investigated the effect of a large group narrative intervention on diverse preschoolers' narrative language skills with aims to explore questions of treatment efficacy and differential response to intervention. A quasi-experimental, pretest/posttest comparison group research design was employed with 71 preschool children. Classrooms were randomly assigned to treatment and comparison conditions. Intervention consisted of explicit teaching of narrative structure via repeated story retell practice, illustrations and icons, and peer mediation. Children's narrative language and comprehension were assessed at Pretest, Posttest, and 4 weeks after treatment. Statistically significant differences between treatment and comparison groups were found on retell and story comprehension measures. A priori classification criteria resulted in 28 percent of the participants identified as Minimal Responders on the story retell measure and 19 percent as Minimal Responders on the story comprehension measure. Children who were dual-language learners did not have a different pattern of response than monolingual English speakers. Low-intensity narrative intervention delivered to a large group of children was efficacious and can serve as a targeted language intervention for use within preschool classrooms. A culturally and linguistically appropriate, dynamic approach to assessment identified children for whom intensified intervention would be recommended. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11