NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1193000
Record Type: Journal
Publication Date: 2018-Nov
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1525-7401
EISSN: N/A
Effects of a Story Grammar Intervention with Repeated Retells for English Learners with Language Impairments
Miller, Rhonda D.; Correa, Vivian I.; Katsiyannis, Antonis
Communication Disorders Quarterly, v40 n1 p15-27 Nov 2018
This study investigated the effects of a narrative intervention that employed repeated story retells and a Story Grammar Marker on the oral narrative skills of Spanish-speaking English learners with language impairments. Four third- and fourth-grade students participated in the study. Using a single-case multiple probe across participants design, the authors measured three dependent variables: narrative organization skills, narrative productivity, and syntactic complexity. As a result of the intervention, stories became more cohesive and scores for narrative organization increased by approximately 7 points from baseline to intervention across participants. Smaller effects for narrative complexity and syntactic complexity measures were noted. Implications for future research and for practice are provided.
SAGE Publications and Hammill Institute on Disabilities. 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://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A