This article summarizes norm-referenced and criterion-referenced measures of narration introduces a new narrative scoring system called the Index Narrative Complexity (INC). The INC was designed to be used as progress-monitoring tool. A preliminary study use this is reported that yielded evidence suggesting can scored consistently, yields similar scores across five elicitation formats, sensitive change after intervention, correlates highly with Test Language (Gillam & Pearson, 2004). These...

This study investigated the effect of a literate narrative intervention on macrostructural and microstructural language features oral narratives 3 children with neuromuscular impairment co-morbid receptive expressive impairment.Three children, ages 6-8 years, participated in multiple baseline across participants study. The engaged 10 individual sessions following staggered trials. Assessment probes eliciting picture- verbally prompted were recorded analyzed.All three demonstrated gains use...

Purpose The purpose of this early efficacy study (Fey & Finestack, 2009) was to determine whether a new contextualized language intervention (CLI) or an existing decontextualized (DLI) resulted in greater changes children’s and narration comparison no-treatment condition (CON). Method Sixteen children between the ages 6;0 (years;months) 9;0 were randomly assigned CLI DLI groups. Eight similar-age from phase separate acted as control group. Children conditions received 50-min group...

Abstract This meta‐analysis synthesizes results from expository text structure interventions designed to increase comprehension for students in kindergarten grade 12 published between 1970 and 2013. Twenty‐one studies were identified, 19 of which met criteria a meta‐analysis, including 48 studywise effect sizes that meta‐analyzed determine (a) how effective are improving (b) what features (e.g., number structures taught, type implementer) associated with improved outcomes. A random‐effects...

This study was conducted to determine whether a narrative intervention program that targeted the use of mental state and causal language resulted in positive gains production for children with autism spectrum disorder (ASD).Five (2 girls 3 boys) who had been diagnosed ASD participated study. Children ranged age from 8 12 years were recruited through an clinic. Intervention provided two 50-min individual sessions per week total 21-33 (depending on student). Children's spontaneous stories,...

The purpose of this study was to assess the basic psychometric properties a progress-monitoring tool designed measure narrative discourse skills in school-age children with language impairments (LI). A sample 109 LI between ages 5 years 7 months and 9 completed Test Narrative Language (TNL). stories told response alien picture prompt were transcribed scored according TNL manual criteria established for scoring tool, Monitoring Indicators Scholarly (MISL). MISL total score demonstrated...

Purpose The results of recent survey studies suggest that speech-language pathologists base most their clinical decisions on information they were taught during graduate programs, experience, and the opinions colleagues (T. Wolf & J. Balderson, 2005; R. Zipoli M. Kennedy, 2005). This is contrary to principles evidence-based practice (EBP), in which arise from integration scientific evidence, clinician client needs. Our field’s interest EBP relatively young. Currently, there are no...

This nonrandomized feasibility study was designed to provide a preliminary assessment of the impact narrative and vocabulary instruction program provided by speech-language pathologist (SLP) in regular classroom setting.Forty-three children attending 2 first-grade classrooms participated study. Children each were divided into high- low-risk subgroups on basis their performance test. Narrative an SLP 1 for three 30-min periods per week 6 weeks.The experimental made clinically significant...

Narrative language proficiency is a critical contributor to academic success for school-aged students. This article presents narrative intervention, Supporting Knowledge in Language and Literacy (SKILL), that based on research the fields of developmental psycholinguistics discourse processing. SKILL was designed provide school-age children with learning difficulties cognitive linguistic skills underlie comprehension composition. A comprehensive description intervention program presented...

This project drew upon evidence in the field of professional learning and development (PLD) education to create evaluate a PLD program foster use narrative intervention evidence-based practices by classroom teachers working with students language literacy difficulties (LLD) Grades 3 through 5. The primary aim was improve students’ oral proficiency reading comprehension outcomes. Four important components were (1) central role speech-language pathologist modeling classroom, (2) aligned...

To examine the kinds of explicit and implicit statements generated by school-age children with without language impairments during comprehension expository texts to determine relationship these performance.Forty 4th-grade participated in individual think-aloud sessions (verbalizing thoughts aloud). During sessions, were asked listen passages 1 sentence at a time, make comments after each sentence, then answer questions recall passages. The or verbal protocols that transcribed analyzed....

This study describes the dimensionality and continuum of Spanish phonological awareness (PA) skills in 3- to 6-year-old children. A 3 × 4 factorial design crossed word structure test items (word, syllable, phoneme) with task (blending multiple-choice, blending free-response, elision free-response) assess 12 PA skills. Over 1,200 speakers were assessed at 2 points time. Confirmatory factor analyses found that a 2nd-order unifying ability along 1st-order factors well explained children's...

Purpose: This paper summarises the clinical ramification of a large-scale study direct and indirect (mediated) influences four cognitive mechanisms that are relevant to comprehension syntactic structure by school-age children with without developmental language disorder (DLD).Method: A total 117 DLD propensity-matched typically-developing (TD) completed sentence tasks related fluid reasoning, controlled attention, speed processing, phonological short-term memory (pSTM), complex working (cWM)...

Our aim was to evaluate the psychometric properties of online administered format Test Narrative Language-Second Edition (TNL-2; Gillam & Pearson, 2017), given importance assessing children's narrative ability and considerable absence studies spoken language assessments online.The TNL-2 357 school-age children at risk for literacy difficulties as part a randomized controlled trial, across three annual cohorts, time points (pretest, posttest, 5-month follow-up). Cohort 3 students were tested...

The purpose of the study was to evaluate language status 120 young, Latino dual learners living in poverty United States. Maternal input and home literacy environments were examined with regard development at 24 36 months. Results suggested that even when combining English Spanish knowledge scores, children this sample still performed below, albeit closer to, age level. significantly related predicted child article discusses implications these findings focus early intervention efforts.

Purpose This study examined the accuracy and potential clinical utility of two expedited transcription methods for narrative language samples elicited from school-age children (7;5–11;10 [years;months]) with developmental disorder. Transcription included real-time produced by speech-language pathologists (SLPs) trained transcribers (TTs) as well Google Cloud Speech automatic speech recognition. Method The each method was evaluated against a gold-standard reference corpus. Clinical...

Purpose: Clinicians address a wide range of oral language skills when working with school-age students and literacy difficulties (LLDs). Therefore, there is critical need for carefully designed, rigorously tested, multicomponent contextualized interventions (CLIs) that have high likelihood successful implementation measurable academic impacts. This clinical focus article summarizes the development testing CLI entitled Supporting Knowledge in Language Literacy (SKILL), which supplementary...

This study examines the narrative language and reading outcomes of monolingual bilingual students who received instruction with Supporting Knowledge in Language Literacy (SKILL) program, a intervention.The main effects SKILL program were evaluated randomized controlled trial which (N = 355) at risk for English literacy difficulties to intervention or business-as-usual instruction. article reports secondary analyses examining efficacy (n 148) 207) completed measures oral written comprehension...

The current study was designed to examine the relationships between performance on a nonverbal phoneme deletion task administered in dynamic assessment format with measures of deletion, word-level reading, and speech sound production that required verbal responses for school-age children disorders (SSDs). adds existing literature by administering SSDs, incorporating use an error-specific prompting system inform instructional decisions. Ten various degrees participated study. Speech...