Narrative Expository Language Flashcards
Expository Language Intervention: Proven Outcomes
- compare/contrast and cause/effect have most evidence
- teaching multiple text structures helps learning
- increased idea unites included following ELI
- inclusion of writing/production practice strengthens comprehension and production gains
Expository Language Intervention: Weaker/Unproven Outcomes
- transfer to untaught text structures is weak
- retention of taught text structures later has not been assessed
- evidence of gains in other domains of language is limited
Common Elements in Expository Interventions
- visual supports
- explicit instruction
- texts/topics selected for stages of difficulty
- chances for repeated practice or partial and whole text elemtns
- discussion of meta-linguistic elements
- introduction of literate language
Sketch and Speak
- purpose: to improve note taking and expository discourse
- Active ingredients: identifying the main idea, responding rapidly and focusing onkey words, adults is providing some structure in advance via graphic organziers
- Evidence: improves notes and expository text use overall but not repsonses to questions on the topic
- does not seem to generalize to new themes
Text Organizers
- organizers can support both production and comprehension
- production organizers tend to lead to an outline for a paragraph
- comprehension/using text to learn
Expository Text Structure Interventions
- Explicit Instruction about Expository Texts: models, visual supports
- Focus is on production
Expository Discourse
- core academic skills
- more varied structures exist and are taught/used
- standardized assessments are not well developed
- introduced as young kindergarten; continue throughout schooling
Narrative Language Intervention: Proven Outcomes
- macrosctructure
- gains on functional narratives for TD, at-risk, and special education students
0 effective for improving English outcomes in multilingual TD children - some evidence that NLI extends to supporting simple expository texts for TD kids
Narrative Language Intervention: Weaker/Unproven Outcomes
- group delivered interventions
- microstructure
- gains on personal narratives
SKILL
- designed as a language intervention
- mainly delivered in small groups or individually
- evidence for improving narrative proficiency
- some support for improvement in other areas
Story CHAMPS
- designed as MTSS Approach
- tier 1: whole class/large group
- tier 2: small group/targeted
- primarily tested with at-risk TD kids-very successful in that space
- good at teaching story grammar
- weaker evidence for other language elements
Common Elements Across NLI Programs
- 2 different kinds of visual supports
- explicit scripted instruction
- stories selected for stages of difficulty
- chances for repeated practice of partial and whole story elements
- discussion of meta-linguistic elements
- introduction of literate language
What is Narrative Language Intervention
- explicit instruction about story grammar elements
- focus is on production
- focus is on traditional western story structure
Dialogic Reading: structured Convo around books: PEER
-P: prompts the child to say something about the text
- E: evaluates the response
- E: expands on the child’s answer by rephrasing it or by adding information
- R: Repeats the prompts to see if the child has learned form the expansion
Dialogic Reading: structured Convo around books: CROWD
- C: Completion Prompts “ fill in the blank” questions
- R: recall questions- recall specific events from the story
- O: open-ended questions
- W: Wh Questions: asking who what, where, when, why and how of the story
-D: Distancing Questions: Ask questions that relate something in the story to your child’s life
Common Features Across Tools
- comprehension and production
- focus on story grammar elements, though code them slightly differently
- focus on mental states/motivations/intentions
- clarity of character reference
- literate language features
Assessments of Narrative Language
- Edmonton Narrative Norms Instrument
- SALT Frog Story Protocol
- Narrative Assessment Protocol
- Test of Narrative Language
- CUBED
Pre-episodic Structure: Descriptive Sequence
statements about actions that can be reordered without changing meaning
Pre-episodic Structure: Action Sequence
show temporal relations and could NOT be reordered without changing meaning
Pre-episodic Structure: Reactive Sequence
casual relationships but NO agent seeking to resolve the complication
Episodic Structure: Incomplete Episode
initiating event + attmept
Episodic Structure: Abbreviated Episode
- initiating event +consequence
Episodic Structure: Complete Episode
-initiating event + attempt +consequence
Episodic Structure: Complex Episode
multiple attempts to resolve a IE or multiple complete episodes
Episodic Structure: Interactive Episode
two or more characters with opposing agendas and consequences
Story Grammar Elements (SALT NSS)
-Setting (S)
- Initiating Event (IE)
- Internal Response (IR)
- Internal Plan (IP/P)
- Attemept (A)
- Consequence (C)
- Reaction (R)
Developmental Trajectory of Narratives: Stage 1 Heaps
- 2 years
- the child relates a collection of unrelated ideas
- no cohesive links are used
Developmental Trajectory of Narratives: Stage 2 Sequences
- 2-3 year olds
- the child starts to link story elements together
- there is a central character, topic, or setting
- tends to be a basic description of event with no casual or time links
Developmental Trajectory of Narratives: Stage 3 Primitive Narratives
- age 3-4
- stories contain a central character, topic, or setting
- they may include emerging story structure elements
- will often discuss a character’s emotions and expressions
- basic joining words to link ideas may be used
Developmental Trajectory of Narratives: Stage 4 Unfocused Chains
- 4-4 1/2 years old
- story is a sequence of events which are linked logically or with a cause-effect relationship.
- the story is related from one part to the next, but not from beginning to end
child may now use joining words such as “but” and “because”
Developmental Trajectory of Narratives: Stage 5 Focused Chains
- 4 1/2-5 years old
-stories now contain a central character and a logical sequence of events - stories have a cause and effect or temporal relationship but plot does not show the attributes or motivations of characters
- endings my be abrupt
Developmental Trajectory of Narratives: Stage 6 True Narrative
- 6+ years old
- stories now focus around an incident
- there is a true plot, character development and sequence, of events
- the problem in the story is resolved in the end
