Purpose: This study extends the research on narrative intervention by evaluating the effect of a standard treatment protocol, "Story Champs" (Petersen & Spencer, 2012), on personal narrative generations of school-age children with specific language impairment (SLI). Method: Four second-grade, 8- to 9-year-old boys with SLI…

The current research investigated the effectiveness of a narrative intervention method aiming to improve oral narrative ability in 8- to 10-year-old children with developmental language disorder (DLD) (n = 6). Oral narrative ability was assessed through a narrative retelling and a narrative generation task of which both the narrative…

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…

"Reading comprehension" is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for…

Inferential comprehension requires both emotional intelligence and cognitive skills, however instructional comprehension strategies typically underemphasize the emotional contribution. This article documents an intervention used by diverse third grade students which centers on teaching story comprehension through character perspective-taking…

This study investigated the effects of a modified system of least prompts and an electronic story-mapping intervention for elementary students with autism spectrum disorder. Participants were first taught to identify story element definitions using constant time delay. Participants then listened to age-appropriate narrative texts with a…

This replication study examined the effects of a planning and self-regulation strategy on the story writing abilities of young children with autism spectrum disorders (ASD). Three second graders with ASD were taught a strategy for planning and writing a story using the self-regulated strategy development (SRSD) approach. After learning the…

Studies with monolingual English speakers have demonstrated the significance of children's narrative development for the acquisition of literacy skills. This research has shown that children's ability to perform school narrative tasks may significantly predict children's early literacy skills (Gutierrez-Clellen, 2002), including English reading…

This pilot study investigated the impact of an oral narrative intervention program implemented with 24 children who attended a College of Education on campus laboratory school for children with specific language learning difficulties. Oral narratives were elicited before and after treatment and underwent T-unit and story grammar component…

The purpose of this study was to illustrate the use of the randomization test for single-case research designs (SCR; Kratochwill & Levin, 2010). To demonstrate the application of this approach, a systematic replication of Grünke, Wilbert, and Calder Stegemann (2013) was conducted to evaluate the effects of a story map to improve the reading…

The purpose of this article is to provide a review on the effectiveness of story mapping to improve the reading comprehension skills of middle and high school (Grades 6-12) students with learning disabilities (LD). An extensive review of the special education research-base revealed twelve (N = 12) story mapping intervention studies that met our…

The National Assessment of Educational Progress found that only 25% of 4th, 8th, and 12th grade students were at grade-level writing proficiency (Greenwald et al. 1999). Insufficient writing skill is a major contributor to lack of school and college success. The current study evaluated a modification of "Quickwrite" (Maloney 1998), a strategic…

Response to intervention (RTI) has received considerable attention from both researchers and practitioners as a schoolwide model for service delivery. However, research is limited on RTI applications in middle and high schools. The purpose of this article is to describe the outcomes of an experimental examination of a secondary (Tier 2) literacy…

Throughout this action research project report, the teacher-researchers explored the problem of test anxiety among students. The purpose of this project was to alleviate test anxiety among students with various interventions in grades five through seven in the subject areas of social studies, science, and language arts. There were 66 student…

Social skill deficits and learning disabilities often coexist. Academic work is negatively impacted by students' lack of social skills. Remediation of these deficits in pull-out programs has not generally resulted in transfer to real-world settings. Embedding social skills instruction within literature during a read-aloud session taught in the…