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Teaching story grammar components to increase oral narrative ability: A group intervention study

This pilot study investigated the impact of an oral narrative intervention program implemented with 24 children who attended a College of Education on campus laboratory school for children with specific language learning difficulties. Oral narratives were elicited before and after treatment and underwent T-unit and story grammar component analyses. The 13 weeks of treatment involved a systematic approach to teaching story grammar components and story organization. Paired sample t-tests were conducted and a significant improvement in number of T-units and use of story grammar components was measured following intervention. These results lend preliminary support to the effectiveness of the narrative intervention implemented in a group setting.