Whole-classroom narrative interventions (Israelsen-Augenstein et al., 2025)

<p dir="ltr"><b>Purpose:</b> Developmental language disorder (DLD) affects an estimated 7%–10% of children in the United States, with some regions reporting significantly higher prevalence rates. This study examines the impact of whole-classroom narrative interventions on first- and second-grade students’ oral narrative language outcomes.</p><p dir="ltr"><b>Method: </b>A quasi-experimental pretest–posttest nonequivalent groups design was utilized, comparing students receiving the intervention (<i>n</i> = 30) to a control group with business-as-usual instruction (<i>n</i> = 21).</p><p dir="ltr"><b>Results: </b>Results demonstrated significant improvements in both macrostructure and microstructure narrative skills among the intervention group.</p><p dir="ltr"><b>Discussion: </b>Findings support the feasibility and efficacy of whole-classroom interventions in addressing language development needs, particularly in underserved areas. Implications for practice and future research directions are discussed.</p><p dir="ltr"><b>Supplemental Material S1. </b>Supporting Knowledge in Language and Literacy lessons within the Intervention Observation Checklist.</p><p dir="ltr"><b>Supplemental Material S2.</b> Example of an image similar to an oral narrative stimulus presented to participants.</p><p dir="ltr">Israelsen-Augenstein, M., Moore, M., Brandel, J., & Toman, T. (2025). The impact of whole-classroom narrative interventions on children’s narrative language development. <i>Language, Speech, and Hearing Services in Schools. </i>Advance online publication. <a href="https://doi.org/10.1044/2025_LSHSS-25-00040" rel="noreferrer" target="_blank">https://doi.org/10.1044/2025_LSHSS-25-00040</a></p>