| Abstract: |
This preliminary study examined the effects of interactive storybook reading on narrative abilities in 12 preschool children with specific language impairment (SLI) in two treatment intensity conditions within the public school milieu. One condition consisted of 42 sessions across 14 weeks. The other consisted of 24 sessions across 6 weeks. A pretest/posttest design was used to compare children’s use of microstructure elements within language samples. Microstructure elements of interest included frequency of coordinate and subordinate clauses and number of words within clauses. Results indicated positive outcomes with large effect sizes following both conditions. No group differences were identified. Gains in microstructure elements of narratives may be obtained with less total treatment time. Findings suggest modification of the treatment format earlier in the treatment progression, which may be helpful for generalization of language skills into other contexts. Results should be taken with caution due to small sample size and lack of a control group. |
