Intervention in the Coherence of Narrative Discourse in Students with Developmental Language Disorder and with Typical Development (Intervención en la coherencia del discurso narrativo de alumnado con Trastorno del Desarrollo del Lenguaje y con Desarrollo Típico)

Autor/inn/en	Delgado-Cruz, Atteneri; Acosta-Rodríguez, Víctor M.; Ramírez-Santana, Gustavo M.
Titel	Intervention in the Coherence of Narrative Discourse in Students with Developmental Language Disorder and with Typical Development (Intervención en la coherencia del discurso narrativo de alumnado con Trastorno del Desarrollo del Lenguaje y con Desarrollo Típico)
Quelle	In: Journal for the Study of Education and Development, 45 (2022) 4, S.774-803 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramírez-Santana, Gustavo M.)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2022.2096279
Schlagwörter	Language Impairments; Attribution Theory; Program Effectiveness; Connected Discourse; Preschool Children; Spanish; Task Analysis; Language Acquisition; Speech Therapy; Allied Health Personnel; Comparative Analysis; Program Evaluation; Early Intervention; Foreign Countries; Longitudinal Studies; Semantics; Story Telling; Discourse Analysis; Delayed Speech; Pretests Posttests; Spain + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Spanisch; Aufgabenanalyse; Sprachaneignung; Spracherwerb; Entwicklungsproximale Sprachtherapie; Logotherapie; Programme evaluation; Programmevaluation; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Semantik; Diskursanalyse; Sprachverzögerung; Spanien
Abstract	The main goal of this study was to ascertain the effectiveness of an intervention programme on narrative coherence in students with Typical Development (TD) and with a Developmental Language Disorder (DLD). Participants were 99 five-year-old students from schools in Tenerife. A task involving retelling a story was used for the narrative analysis, in which we studied thematic unity and the causal and temporal semantic relationships. The intervention programme, which had a total of 55 20-minute sessions, was organized into different practice levels and enlisted the collaboration of teachers and speech therapists. Two experimental groups (DLD and TD) and two control groups (DLD and TD) were established. The results show that students with DLD initially showed worse performance on coherence than their classmates with TD. After the programme, the students who received the intervention not only improved their performance but showed the strongest gains in thematic unity and mental state-causal relationships. The working model used serves as a guide for early intervention. [Translation from Spanish by Mary Black.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01