This study designed and evaluated the efficacy of a manualised programme for children in mainstream school with delays in narrative discourse. Efficacy was evaluated using a Phase 1 non-randomised ...

Evaluating the efficacy of a small-group oral narrative intervention programme for pre-primary children with narrative difficulties in a mainstream school setting

This study examined the spoken narrative skills of a group of bilingual Mandarin–English speaking 3–6-year-olds (N = 25) in Australia, using a remote online story-retell task. Bilingual preschoolers are an understudied population, especially those who are speaking typologically distinct languages such as Mandarin and English which have fewer structural overlaps compared to language pairs that are typologically closer, reducing cross-linguistic positive transfer. We examined these preschoolers’ spoken narrative skills as measured by macrostructures (the global organization of a story) and microstructures (linguistic structures, e.g., total number of utterances, nouns, verbs, phrases, and modifiers) across and within each language, and how various factors such as age and language experiences contribute to individual variability. The results indicate that our bilingual preschoolers acquired spoken narrative skills similarly across their two languages, i.e., showing similar patterns of productivity for macrostructure and microstructure elements in both of their two languages. While chronological age was positively correlated with macrostructures in both languages (showing developmental effects), there were no significant correlations between measures of language experiences and the measures of spoken narrative skills (no effects for language input/output). The findings suggest that although these preschoolers acquire two typologically diverse languages in different learning environments, Mandarin at home with highly educated parents, and English at preschool, they displayed similar levels of oral narrative skills as far as these macro−/micro-structure measures are concerned. This study provides further evidence for the feasibility of remote online assessment of preschoolers’ narrative skills.

Bilingual Mandarin-English preschoolers’ spoken narrative skills and contributing factors: A remote online story-retell study

.................................................................................................................... IV List of Tables .......................................................................................................... XII List of Figures ........................................................................................................ XIII Chapter 1: Introduction ............................................................................................ 1 1.1 Oral Narrative in School-Aged Children .................................................................... 1 1.1.1 Oral narrative.. ............................................................................................................ 1 1.1.2 Development of oral narrative .............................................................................. 1 1.1.3 Narrative structure. ................................................................................................... 1 1.1.4 Theoretical underpinnings of narrative production. ................................... 3 1.1.5 The importance of oral narrative ......................................................................... 4 1.2 Oral Narrative Disorder, Delay and Difference ....................................................... 7 1.2.1 Oral narrative disorder. ........................................................................................... 7 1.2.2 Oral narrative delay. ................................................................................................. 7 1.2.3 Oral narrative difference ......................................................................................... 8 1.3 Evidence-based Oral Language Intervention Practices for School-aged Children ......................................................................................................................................... 8 1.4 Evidence-based Oral Narrative Intervention for School-aged Children .... 10 1.4.1 Narrative intervention studies for school-aged children which informed the Oral Narrative Intervention Programme (ONIP) ....................... 11 1.4.2 Oral narrative intervention summary. ............................................................ 17 1.4.3 Oral narrative intervention and macrostructure........................................ 17 1.4.4 Oral narrative intervention and microstructure......................................... 17 1.5 Summary and Research Questions ........................................................................... 18 Chapter 2: Method ................................................................................................... 20 2.1 Pilot Study: Designing, Manualising and Piloting the ONIP ............................ 20 2.1.1 Participants ............................................................................................................... 21 2.1.2 Experimental design. programme. ................................................................... 21 2.1.3 Procedure. .................................................................................................................. 23 2.1.4 Intervention............................................................................................................... 25 2.1.5 Prepost intervention results. ........................................................................... 29 2.1.6 Modifications to the assessment and ONIP protocol ................................. 30 2. 2 Efficacy Trial: Evaluating the Efficacy of the ONIP ............................................ 32 2.2.1 Participants. .............................................................................................................. 32 2.2.2 Experimental design. ............................................................................................. 35 2.2.3 Procedure. .................................................................................................................. 37 2.2.4 Intervention............................................................................................................... 42

A Study to Measure the Efficacy of a Manualised Oral Narrative Intervention Programme for School-age Children with Narrative Delay

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A Study to Measure the Efficacy of a Manualised Oral Narrative Intervention Programme for School-age Children with Narrative Delay