Suzanne M. Adlof|Angela N. McLeod|Brianne Leftwich
Structured narrative retell instruction for young children from low socioeconomic backgrounds: a preliminary study of feasibility
University of South Carolina|University of South Carolina|University of South Carolina
successful acquisition literacy depends adequate development decoding skills well broader meaningrelated knowledge skills text comprehension children low socioeconomic status ses backgrounds often challenged domains relative peers economically disadvantaged efficacy codefocused instructional programs atrisk preliterate children well supported less evidence available regarding interventions improve broader language comprehension skills preliminary study tested feasibility new intervention structured narrative retell instruction snri explored potential enhance meaningrelated knowledge skills including vocabulary listening comprehension narrative skills preliterate low ses children snri used authentic childrens books model comprehension processes explicitly teach story grammar implicitly target microstructural aspects narratives participants included 9 children mean age 60 months randomly assigned snri codefocused literacy instruction cfli group received 12 40min instructional sessions 6 weeks pre posttests administered assess vocabulary listening comprehension narrative macrostructure narrative microstructure well alphabet knowledge phonological awareness concepts print feasibility snri demonstrated completion designed study moderately high treatment fidelity qualitative feedback interventionists snri group also made significant gains 4 7 meaningrelated measures p 010 comparison cfli group made significant gains 2 7 meaningrelated measures conclude snri feasible shows potential improving language skills related comprehension research investigating efficacy warranted