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Direct linkKirby, Megan S.; Spencer, Trina D.; Chen, Yi-Jui Iva – Reading & Writing Quarterly, 2021
Writing is a critical literacy skill that emerges in kindergarten. The research literature has only addressed transcription skills of kindergarteners and has failed to address text generation. The purpose of this action-research study was to investigate the effect of oral language instruction that focused on narrative text structures on…
Descriptors: Kindergarten, Writing Instruction, Program Effectiveness, Oral Language
Petersen, Douglas B.; Mesquita, Meredith W.; Spencer, Trina D.; Waldron, Jessica – Topics in Language Disorders, 2020
This early-stage feasibility study investigated the effects of a multitiered oral narrative language intervention on oral language, reading comprehension, and writing. Twenty-eight second-grade students participated in this quasi-experimental control group study with assignment at the classroom level. The independent variable was large- and…
Descriptors: Oral Language, Reading Comprehension, Pretests Posttests, Phrase Structure
Petersen, Douglas B.; Brown, Catherine L.; Ukrainetz, Teresa A.; Wise, Christine; Spencer, Trina D. – Language, Speech, and Hearing Services in Schools, 2014
Purpose: The purpose of this study was to investigate the effect of an individualized, systematic language intervention on the personal narratives of children with autism. Method: A single-subject, multiple-baseline design across participants and behaviors was used to examine the effect of the intervention on language features of personal…
Descriptors: Autism, Pervasive Developmental Disorders, Personal Narratives, Intervention
