Group training of narrative skills in French-speaking children with developmental language disorder.
Children with developmental language disorder (DLD) are known to present difficulties in storytelling, both in macrostructure (i.e., narrative scheme) and in microstructure (i.e., language complexity). Studies also show that children with DLD can improve their narrative macrostructural performance t...
| Publicado en: | Child Language Teaching & Therapy Vol. 41; no. 3; pp. 199 - 219 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Oct2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=189106410&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 189106410 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02656590 C4F jtl: Child Language Teaching & Therapy issn: 02656590 maglogo: Y pubinfo: dt: Oct2025 vid: 41 iid: 3 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 189106410 187962149 189106410 189106410 10.1177/02656590251370107 189106410 ppf: 199 ppct: 20 formats: tig: atl: Group training of narrative skills in French-speaking children with developmental language disorder. aug: au: Hadjadj, Olivia Ardanouy, Estelle Delage, Hélène affil: Faculté de Psychologie et des Sciences de l'Education, Université de Genève, Geneva, Switzerland sug: subj: Language Disorders Therapy Child Development Disorders Therapy Language Therapy Methods Storytelling Narratives Education French Persons In Infancy and Childhood Task Performance and Analysis Human Female Male Child Descriptive Statistics Comparative Studies Multilingualism Communication Speech-Language Pathology Data Analysis Software Repeated Measures Pretest-Posttest Control Group Design Learning Audiorecording Clinical Assessment Tools Paired T-Tests Multiple Linear Regression Child: 6-12 years Female Male ab: Children with developmental language disorder (DLD) are known to present difficulties in storytelling, both in macrostructure (i.e., narrative scheme) and in microstructure (i.e., language complexity). Studies also show that children with DLD can improve their narrative macrostructural performance through specific intervention. While most intervention studies explore the impact of intervention on one type of narrative task in an individual setting, we explore the impact of intervention on two types of narrative tasks (story retelling and story generation) in a group setting. Children receive intervention on a story retelling task, and we examine whether they can generalize the narrative skills they have learned to a story generation task. Fifteen French-speaking children with DLD (aged 7;5 to 10;2) were trained into two groups of seven to eight children, during four to six sessions of 45 min each. Children had (1) to make the correspondence between an icon and a macrostructural element, (2) to learn macrostructure elements within a story, and (3) to practice the retelling of this story. In order to assess improvement between pre- and posttest, children were assessed via four baselines: two story retelling tasks (with only one story that was trained), one story generation, and a control measure (rapid automatized naming test). Children significantly improved on the three stories, in terms of the number of macrostructural elements learned. No improvement was observed on the control measure nor on the microstructural score. Our results confirmed that intervention focusing on macrostructure leads to improvement in this specific domain and that children with DLD can generalize learning acquired during a retelling task to a story generation one, a finding which has clinical applications for group intervention on narratives in speech–language therapy. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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