Medicine and Health Sciences Commons^™

Impact Of Explicit Whole Class Oral Narrative Intervention On Oral And Written Language In Grade 1 Students, Diya Nair

Electronic Thesis and Dissertation Repository

Oral language is one skill known to support written language development. Story-telling or narrative skills are important oral language skills that have been found to improve with explicit teaching and predict academic outcomes. This study investigated impact of the oral narrative intervention on the oral and written language skills of first-grade children. In a cross-over design with 63 participants from two schools, whole class intervention in one class per school was conducted in twelve 25–30-minute sessions over three weeks either during phase 1 or phase 2 of the study while the other class in each school completed their business-as-usual curriculum. …

Caregivers' Perceptions Of Covid-19 Educational Disruptions On Children With Developmental Language Disorder And Typically Developing Peers, Katherine Radville, Danika Pfeiffer, Karynn Sheranian, Julie Wolter, Jessie Ricketts, Tiffany L. Hogan

Communication Disorders & Special Education Faculty Publications

Purpose: Understanding the experiences of families of children with developmental language disorder (DLD) during COVID-19 educational disruptions is essential for designing responsive supports during pandemic recovery efforts and beyond. This qualitative study describes the experiences of families of first-and second-grade children with DLD during the pandemic as compared to the experiences of families of typically developing (TD) peers.

Method: A conventional content analysis approach was used to analyze caregivers’ written responses to open-ended questions regarding their perceptions of COVID-19 educational disruptions. Responses were analyzed separately by group: caregivers of children with DLD (n= 23) and caregivers of TD children (n= …

Examining The Preliminary Validity Of A Dynamic Assessment Of Narrative Language In Mandarin Chinese, Lok Yee Sarah Cheung

Theses and Dissertations

The purpose of this thesis was to examine the preliminary validity of a newly developed dynamic assessment of narrative language in Mandarin Chinese. Two studies are reported in this thesis. Study 1 included 31 second grade participants and Study 2 included 43 first grade participants. All participants were enrolled in a Chinese immersion program in an elementary school in Utah. A dynamic assessment of narrative language was administered to each participant in Mandarin Chinese. A teacher rating was also included in Study 1. Results indicated that the dynamic assessment investigated in this thesis demonstrated some similar characteristics with other valid …

Effects Of A Large Group Combined Narrative And Expository Language Intervention On Oral Language In Third Graders, Kylie Lynn Lee

Theses and Dissertations

The purpose of this study was to examine the effects of a combined narrative and expository language intervention on third graders' oral language. The participants included 96 third-grade students from two schools in the Mountain West region of the United States. In a quasi-experimental design, all third-grade students in one school (n = 46) were assigned to a treatment condition and all third-grade students in another school in the same school district (n = 50) were assigned to a control condition. Both treatment and control groups received large group oral narrative language intervention led by classroom teachers. The treatment group …

A Large-Scale Clustered Randomized Control Trial Examining The Effects Of A Multi-Tiered Oral Narrative Language Intervention On Kindergarten Oral And Written Narratives And Oral Expository Language, Mollie Paige Brough

Theses and Dissertations

The purpose of the current study was to examine the effects of a multi-tiered oral narrative language intervention on kindergarteners’ oral and written narrative and oral expository skills. The participants included 686 kindergarten students from four school districts in the upper Midwest. They were randomly assigned at the classroom level to a treatment or control condition. The treatment group received large group (tier-1) oral narrative language instruction led by classroom teachers and followed the Story Champs procedures. Students whose oral narrative retell skills did not improve after one month of large group instruction were placed in small groups and received …

The Effects Of Multi-Tiered Systems Of Language Support On Oral Language, Reading Comprehension, And Writing In Second And Third Grade Students In India, Brenna Scadden Nelson

Undergraduate Honors Theses

This study investigated whether multi-tiered narrative intervention improved oral language comprehension, reading comprehension, and writing in second and third-grade students in India. There were 121 participants across second and third grade. Classrooms were randomly assigned to a treatment, an alternate-treatment, or a no-treatment condition. The treatment group participated in 8 weeks of Story Champs intervention, the alternate-treatment group participated in 8 weeks of shared storybook intervention, and the no treatment group served as a control. Results indicated that oral narrative intervention delivered through a multi-tiered system of language support (MTSLS) causally impacted the oral language, reading comprehension, and narrative writing …

The Effect Of Metalinguistic Strategy Instruction On The Oral And Written Expression Of School-Aged Children, Karen Lara Dudek

Theses and Dissertations

Vocabulary knowledge is critical for academic success; and research has indicated that students with low vocabularies can learn metalinguistic strategies that can improve their performance in school. In this study, I investigated the impact of metalinguistic strategy instruction on the oral and written expression abilities of elementary-aged children (third grade). The strategy was the Expanding Expression Tool (EET; Smith), which can help students to increase their oral and written expression by describing words using semantic features. I used a pretest-posttest-posttest between groups design to investigate the impact of three experimental conditions on oral and written expression over a nine week …