Effects of a Narrative Intervention on Story Retelling in At-Risk Young Children

Autor/inn/en	Brown, Jennifer A.; Garzarek, Jessica E.; Donegan, Katharine L.
Titel	Effects of a Narrative Intervention on Story Retelling in At-Risk Young Children
Quelle	In: Topics in Early Childhood Special Education, 34 (2014) 3, S.154-164 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121414536447
Schlagwörter	Preschool Children; At Risk Students; African American Children; Personal Narratives; Story Telling; Kindergarten; Story Grammar; Intervention; Self Management; Metacognition; Language Acquisition; Oral Language; Cultural Background; Cultural Differences; Visual Stimuli; Measures (Individuals); Fidelity; Check Lists; Interrater Reliability; Screening Tests; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; African Americans; Afroamerikaner; Erlebniserzählung; Selbstmanagement; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sprachaneignung; Spracherwerb; Oral interpretation; Mündlicher Sprachgebrauch; Kultureller Unterschied; Messdaten; Checkliste; Interrater-Reliabilität; Screening-Verfahren
Abstract	The purpose of this multiple baseline study across participants was to examine a narrative retell intervention with guided self-monitoring on narrative macrostructure skills in low-income African American young children at risk for language disorders. Three target 4-year-old children in a mixed-age kindergarten class of nine students participated in the intervention. Intervention sessions lasting 15 to 20 min, 3 days a week were delivered in small groups. Children were explicitly taught story grammar components, identified story grammar components in stories read aloud, practiced retelling stories, and listened to recordings of their retells to identify story grammar components included and omitted. All three children demonstrated improved narrative retell skills throughout the intervention phase and maintained those skills 2 weeks after the intervention ended. Intervention results and social validity findings support the use of combined story grammar intervention and technology-supported self-monitoring as a promising and feasible early literacy instructional practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10