Do you love story grammar elements and narrative intervention as much as I do? Share below if you’re already a fan! I’m always looking for fun ways to incorporate narratives into my therapy and love to hear everyone’s creative ideas!
The fact is, we can achieve so much by teaching our kids about narratives in a systematic way!
I was thrilled to read some newly published research emphasizing this fact!
Petersen, Staskowski, Spencer, Foster, & Brough (2022) recently published some research once again extolling the virtues of narrative intervention.
Students are struggling in reading and writing. A big part of reading and writing is the comprehension and use of increasingly complex language.
In fact, early oral language abilities are correlated with future reading comprehension and writing abilities. Oral language actually has a bigger impact on reading comprehension than working on text comprehension strategies! Oral language skills particularly help improve vocabulary and grammar skills.
So, no matter if you’re working with younger students, or older students, oral language is impacting everyone.
Narrative language is basically how we understand and express personal, historical, and fictional events. It’s the kind of language required at school, which is a little different than communication at home. Narratives include rich vocabulary and complex syntax and grammatical structures.
Working on and with stories improves kids’ attention to detail and working memories!
This new randomized control group study of provided general large group story grammar instruction in kindergarten classrooms, then took smaller groups of students who struggled to give them focused intervention.
What did they find?
This study focused on the Story Champs commercial product, but there are similar products available, including some of my own narrative-based intervention materials, like:
So, do you include narratives in your speech therapy intervention? What are some of your best tips and tricks?
Petersen, D., Staskowski, M., Spencer, T., Foster, M., & Brough, M. (2022) The Effects of a Multitiered System of Language Support on Kindergarten Oral and Written Language: A Large-Scale Randomized Controlled Trial