Using Narrative Intervention to Accelerate Canonical Story Grammar and Complex Language Growth in Culturally Diverse Preschoolers

Autor/inn/en	Petersen, Douglas B.; Spencer, Trina D.
Titel	Using Narrative Intervention to Accelerate Canonical Story Grammar and Complex Language Growth in Culturally Diverse Preschoolers
Quelle	In: Topics in Language Disorders, 36 (2016) 1, S.6-19 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000078
Schlagwörter	Preschool Children; Narration; Intervention; Grammar; Oral Language; Acceleration (Education); State Standards; Language Arts; Expectation; Student Diversity; Cultural Pluralism; School Readiness; Developmentally Appropriate Practices; Language Usage; Difficulty Level + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Grammatik; Oral interpretation; Mündlicher Sprachgebrauch; Acceleration; Beschleunigung; Sprachkultur; Expectancy; Erwartung; Kulturpluralismus; Readiness for school; School ability; Schulreife; Entwicklungsbezogene Bildung; Sprachgebrauch; Schwierigkeitsgrad
Abstract	Oral narratives are a commonly used, meaningful means of communication that reflects academic language. New state curriculum standards include narrative-related language expectations for young school-age children, including story grammar and complex language. This article provides a review of preschool narrative-based language intervention studies, with special attention to how the intervention accelerated young children's story grammar and complex language beyond developmental expectations, meeting or even exceeding recently adopted state language standards. In addition, we provide an overview of a narrative-based language intervention used with culturally and linguistically diverse preschoolers to prepare them for meeting the language standards in elementary school. Evidence supports a conclusion that personal-themed stories that are developmentally and socially appropriate for preschoolers can strengthen children's use of mainstream story grammar and complex language, which will be an asset to them in elementary school. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01