Evaluating the Efficacy of a Small-Group Oral Narrative Intervention Programme for Pre-Primary Children with Narrative Difficulties in a Mainstream School Setting

Autor/inn/en	Glisson, Laura; Leitão, Suze; Claessen, Mary
Titel	Evaluating the Efficacy of a Small-Group Oral Narrative Intervention Programme for Pre-Primary Children with Narrative Difficulties in a Mainstream School Setting
Quelle	In: Australian Journal of Learning Difficulties, 24 (2019) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2019.1596138
Schlagwörter	Teaching Methods; Preschool Children; Preschool Education; Mainstreaming; Inclusion; Intervention; Story Telling; Visual Aids; Instructional Materials; Language Impairments; Program Effectiveness; Oral Language; Foreign Countries; Australia; Wechsler Preschool and Primary Scale of Intelligence; Peabody Picture Vocabulary Test; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inklusion; Anschauungsmaterial; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Australien
Abstract	This study designed and evaluated the efficacy of a manualised programme for children in mainstream school with delays in narrative discourse. Efficacy was evaluated using a Phase 1 non-randomised single-subject across multiple-baselines design. The programme was delivered by a speech pathologist with 11 mainstream children aged 5;0-5;11 years, in small groups, three times a week for 6 weeks. Intervention focused on explicit teaching of narrative macrostructure using icons, graphic organisers and repeated story retellings. Microstructure (morphosyntax and vocabulary) was targeted using implicit language facilitation procedures including modelling, recasting, expansion and vertical structuring. Participation in the programme resulted in significant changes with moderate to large effect sizes for most participants in the number of macrostructure elements, and conjunctions and adverbs. Analysis of pre-post standardised narrative data revealed clinically significant improvements for 9 of the 11 participants. The findings add to the research supporting the effectiveness of small-group oral narrative intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01