Narrative Group Intervention in DLD: Learning to Tell the Plot

Autor/inn/en	Janssen, Lonneke; Scheper, Annette; De Groot, Martina; Daamen, Katja; Willemsen, Margot; Vissers, Constance; Verhoeven, Ludo
Titel	Narrative Group Intervention in DLD: Learning to Tell the Plot
Quelle	In: Child Language Teaching and Therapy, 36 (2020) 3, S.181-193 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Janssen, Lonneke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-6590
DOI	10.1177/0265659020950386
Schlagwörter	Intervention; Personal Narratives; Story Telling; Cooperative Learning; Oral Language; Elementary School Students; Students with Disabilities; Developmental Disabilities; Language Impairments; Executive Function; Story Grammar; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Erlebniserzählung; Kooperatives Lernen; Oral interpretation; Mündlicher Sprachgebrauch; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Ausland; Niederlande
Abstract	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 microstructure and narrative macrostructure were analysed. A debating intervention was included as a control condition (n = 6). It was found that, after 10 weeks of narrative intervention, children significantly (p < 0.05) improved their storytelling abilities at a microstructural level: mean length of utterance; grammaticality; fluency; and complexity, as well as at a macrostructural level: the number of story grammar elements. The alternative intervention only yielded significant results on the number of story grammar elements, not on any microstructural skills. The narrative intervention is effective in targeting and improving both narrative micro- and macrostructure and is easily applicable in classrooms with DLD children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01