ERIC Number: EJ1064504
Record Type: Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: 67
Large Group Narrative Intervention in Head Start Preschools: Implications for Response to Intervention
Spencer, Trina D.; Petersen, Douglas B.; Slocum, Timothy A.; Allen, Melissa M.
Journal of Early Childhood Research, v13 n2 p196-217 Jun 2015
This study investigated the effect of a large group narrative intervention on diverse preschoolers' narrative language skills with aims to explore questions of treatment efficacy and differential response to intervention. 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 percent of the participants identified as Minimal Responders on the story retell measure and 19 percent 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 and can serve as a targeted language intervention for use within preschool classrooms. A culturally and linguistically appropriate, dynamic approach to assessment identified children for whom intensified intervention would be recommended.
Descriptors: Early Intervention, At Risk Students, Preschool Education, Quasiexperimental Design, Pretests Posttests, Comparative Analysis, Control Groups, Experimental Groups, Story Telling, Recall (Psychology), Illustrations, Peer Teaching, Teaching Methods, Language Skills, Comprehension, Large Group Instruction, Response to Intervention, Program Effectiveness, Statistical Analysis, Bilingual Students, Cultural Relevance, Hispanic American Students, Asian American Students, White Students, Story Reading, Nonverbal Communication, Cooperative Learning, Scoring
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A