Effect of oral academic narrative language intervention on listening comprehension and generalised word learning: A proof of concept study.
Purpose: Science of reading experts have called for increased attention on oral academic language. Interventions need to integrate multiple dimensions of academic language and word learning strategies to impact broader academic repertoires. The purpose of this proof-of-concept study was to examine t...
| Publicado en: | International Journal of Speech-Language Pathology Vol. 28; no. 2; pp. 411 - 425 |
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| Autores principales: | , , , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr2026
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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=192954203&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 192954203 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 17549507 8NBH jtl: International Journal of Speech-Language Pathology issn: 17549507 maglogo: Y pubinfo: dt: Apr2026 vid: 28 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 192954203 185769576 192954203 192954203 10.1080/17549507.2025.2510235 192954203 ppf: 411 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effect of oral academic narrative language intervention on listening comprehension and generalised word learning: A proof of concept study. aug: au: Spencer, Trina D. Kirby, Megan S. Gardner, Chelsey Petersen, Douglas B. affil: Juniper Gardens Children's Project, University of Kansas, Kansas City, KS, USA sug: subj: Storytelling Listening Vocabulary Language Development In Infancy and Childhood Students, Elementary Treatment Outcomes Human Male Female Child, Preschool Child Southwestern United States Randomized Controlled Trials Word Lists Learning Methods Funding Source Reading Schools, Elementary Random Assignment Ethnic Groups Language Disorders Pretest-Posttest Design Mann-Whitney U Test Grammar Paired T-Tests Descriptive Statistics Child, Preschool: 2-5 years Child: 6-12 years Male Female ab: Purpose: Science of reading experts have called for increased attention on oral academic language. Interventions need to integrate multiple dimensions of academic language and word learning strategies to impact broader academic repertoires. The purpose of this proof-of-concept study was to examine the effect of an oral academic narrative language intervention, with embedded vocabulary instruction, on listening comprehension and generalised word learning. Method: Twenty-two first graders at risk for language-based comprehension difficulties were randomly assigned to two groups. Research assistants delivered four 30 min, small group, academic language intervention sessions to the treatment group every week for 12 weeks. Control group students received their typical small group literacy interventions from classroom teachers. At pre-and post-test, first graders' narrative listening comprehension and ability to infer the meaning of words from story context were assessed. Result: From pre- to post-test, students in the treatment group outperformed students in the control group on both the narrative retell (p =.0001) and vocabulary (p =.029) measures, with large effects (d = 1.54 and 1.18, respectively). Conclusion: Vocabulary instruction embedded in narrative intervention can improve young students' ability to learn novel word meanings from context and listening comprehension skills. As a promising approach to integrating multiple aspects of oral academic language, further refinement and extensions are recommended. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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