Examining the Effects of Multitiered Oral Narrative Language Instruction on Reading Comprehension and Writing: A Feasibility Study

Autor/inn/en	Petersen, Douglas B.; Mesquita, Meredith W.; Spencer, Trina D.; Waldron, Jessica
Titel	Examining the Effects of Multitiered Oral Narrative Language Instruction on Reading Comprehension and Writing: A Feasibility Study
Quelle	In: Topics in Language Disorders, 40 (2020) 4, (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-8294
DOI	10.1097/TLD.0000000000000227
Schlagwörter	Oral Language; Reading Comprehension; Pretests Posttests; Phrase Structure; Intervention; Writing Skills; Instructional Effectiveness; Comparative Analysis; Academic Language; Grade 2; Elementary School Students; Narration; Story Telling; Story Grammar; Form Classes (Languages); Measures (Individuals); Nouns; Outcome Measures; Teaching Methods; Feasibility Studies; Vocabulary Development + Suchen Sie Ihr Suchwort? Oral interpretation; Mündlicher Sprachgebrauch; Leseverstehen; Phrasenstruktur; Writing skill; Schreibfertigkeit; Unterrichtserfolg; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; School year 02; 2. Schuljahr; Schuljahr 02; Analytischer Sprachbau; Messdaten; Teaching method; Lehrmethode; Unterrichtsmethode; Wortschatzarbeit
Abstract	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 small-group oral narrative language intervention that required students to retell increasingly complex stories that were strategically crafted to include academic language typically found in grade-level reading material. Story grammar, causal adverbial subordinate clauses, elaborated noun phrases, adverbs, and the acquisition of word meanings through context were explicitly taught. Students' performance on proximal measures of oral narrative retells, as well as distal measures of reading comprehension and writing, was assessed at pretest and posttest. Statistically significant differences between the treatment and control groups were found on all outcome measures using nonparametric analyses. Large- and small-group multitiered oral narrative instruction improved not only oral narrative language but also reading comprehension and written composition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01