Large Group narrative Intervention in Head Start Preschools: Implications for Response to Intervention

2012

A quasi-experimental, pretest/posttest comparison group research design was employed with 71 preschool children. Classrooms were randomly assigned to treatment and comparison conditions. Intervention consisted of explicit teaching of narrative structure via repeated story retell practice, illustrations and icons, and peer mediation. Childrens narrative language and comprehension were assessed at Pretest, Posttest, and 4-weeks after treatment. Statistically significant differences between treatment and comparison groups were found on retell and story comprehension measures. A-priori classification criteria resulted in 28% of the participants identified as Minimal Responders on the story retell measure and 19% as Minimal Responders on the story comprehension measure. Children who were dual language learners did not have a different pattern of response than monolingual English speakers. Low intensity narrative intervention delivered to a large group of children was efficacious.

narrative intervention, response to intervention, head start, language intervention

Peer-reviewed publications in scholarly journals submitted

Professionals

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