Degree Name
BS
Department
Communication Disorders
College
David O. McKay School of Education
Defense Date
2019-02-25
Publication Date
2019-03-06
First Faculty Advisor
Douglas Petersen
First Faculty Reader
Katy Cabbage
Honors Coordinator
David McPherson
Keywords
narrative intervention, shared storybook, Story Champs, elementary, writing, oral language
Abstract
This study investigated whether multi-tiered narrative intervention improved oral language comprehension, reading comprehension, and writing in second and third-grade students in India. There were 121 participants across second and third grade. Classrooms were randomly assigned to a treatment, an alternate-treatment, or a no-treatment condition. The treatment group participated in 8 weeks of Story Champs intervention, the alternate-treatment group participated in 8 weeks of shared storybook intervention, and the no treatment group served as a control. Results indicated that oral narrative intervention delivered through a multi-tiered system of language support (MTSLS) causally impacted the oral language, reading comprehension, and narrative writing of second and third-grade students in India. An MTSLS utilizing oral narrative instruction may help the students of India meet national and international benchmarks in language, reading comprehension, and writing.
BYU ScholarsArchive Citation
Scadden Nelson, Brenna, "The Effects of Multi-Tiered Systems of Language Support on Oral Language, Reading Comprehension, and Writing in Second and Third Grade Students in India" (2019). Undergraduate Honors Theses. 57.
https://scholarsarchive.byu.edu/studentpub_uht/57
Handle
http://hdl.lib.byu.edu/1877/uht0141