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.

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