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The Impact of Whole-Classroom Narrative Interventions on Children’s Narrative Language Development.

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Title: The Impact of Whole-Classroom Narrative Interventions on Children’s Narrative Language Development.
Authors: Israelsen-Augenstein, Megan1 megan.israelsen@hsc.wvu.edu, Moore, Michelle1,2, Brandel, Jayne1, Tomana, Tracy1
Source: Language, Speech & Hearing Services in Schools. Jan2026, Vol. 57, p224-238. 15p.
Subject Terms: *Elementary schools, *Pre-tests & post-tests, *Research methodology, *Comparative studies, *Language acquisition, *School health services, *Evaluation, Treatment of language disorders, Treatment effectiveness, Descriptive statistics, Confidence intervals, Regression analysis
Geographic Terms: Virginia
Abstract: Purpose: Developmental language disorder (DLD) affects an estimated 7%– 10% of children in the United States, with some regions reporting significantly higher prevalence rates. This study examines the impact of whole-classroom narrative interventions on first- and second-grade students’ oral narrative language outcomes. Method: A quasi-experimental pretest–posttest nonequivalent groups design was utilized, comparing students receiving the intervention (n = 30) to a control group with business-as-usual instruction (n = 21). Results: Results demonstrated significant improvements in both macrostructure and microstructure narrative skills among the intervention group. Discussion: Findings support the feasibility and efficacy of whole-classroom interventions in addressing language development needs, particularly in underserved areas. Implications for practice and future research directions are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: *<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22School+health+services%22">School health services</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation%22">Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+of+language+disorders%22">Treatment of language disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+effectiveness%22">Treatment effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Purpose: Developmental language disorder (DLD) affects an estimated 7%– 10% of children in the United States, with some regions reporting significantly higher prevalence rates. This study examines the impact of whole-classroom narrative interventions on first- and second-grade students’ oral narrative language outcomes. Method: A quasi-experimental pretest–posttest nonequivalent groups design was utilized, comparing students receiving the intervention (n = 30) to a control group with business-as-usual instruction (n = 21). Results: Results demonstrated significant improvements in both macrostructure and microstructure narrative skills among the intervention group. Discussion: Findings support the feasibility and efficacy of whole-classroom interventions in addressing language development needs, particularly in underserved areas. Implications for practice and future research directions are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language, Speech & Hearing Services in Schools is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190922038
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1044/2025_LSHSS-25-00040
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 15
        StartPage: 224
    Subjects:
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Pre-tests & post-tests
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: School health services
        Type: general
      – SubjectFull: Evaluation
        Type: general
      – SubjectFull: Treatment of language disorders
        Type: general
      – SubjectFull: Treatment effectiveness
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Confidence intervals
        Type: general
      – SubjectFull: Regression analysis
        Type: general
      – SubjectFull: Virginia
        Type: general
    Titles:
      – TitleFull: The Impact of Whole-Classroom Narrative Interventions on Children’s Narrative Language Development.
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            NameFull: Israelsen-Augenstein, Megan
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            NameFull: Moore, Michelle
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            NameFull: Brandel, Jayne
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            – D: 01
              M: 01
              Text: Jan2026
              Type: published
              Y: 2026
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              Value: 57
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