Date of Award

5-2009

Degree Type

Thesis

Degree Name

Departmental Honors

Department

Communicative Disorders and Deaf Education

First Advisor

Sandi Gillam

Abstract

A preliminary study was designed to determine whether ELL children responded favorably to a revised version ofthe narrative intervention procedure previously utilized with children with language impairment. This study employed a pre-test, post-test design with 11 ELL children ranging in age from 8;8 (years;months) to 9;2 (years;months) who were at-risk for language and learning problems.

Children were administered the recalling sentences subtest ofthe Clinical Evaluation of Language Fundamentals-4 in English and Spanish, Frog Stories requiring them to tell a story that paralleled to a wordless picture book about the adventures 'of a frog in English, and the Test ofNarrative Language in English and Spanish before and after intervention.

Children were seen 30-45 minutes per day, 4 days per week for a total of6 weeks in groups ofthree or four. An ELL teacher administered the intervention program using graphic organizers and icons to teach appropriate story grammar structure. Results concluded that after the intervention was administered scores in both English and Spanish language and narrative components increased.

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