%0 Journal Article
%T Effects of a Story Grammar Intervention With Repeated Retells for English Learners With Language Impairments
%A Antonis Katsiyannis
%A Rhonda D. Miller
%A Vivian I. Correa
%J Communication Disorders Quarterly
%@ 1538-4837
%D 2018
%R 10.1177/1525740117751897
%X This study investigated the effects of a narrative intervention that employed repeated story retells and a Story Grammar Marker on the oral narrative skills of Spanish-speaking English learners with language impairments. Four third- and fourth-grade students participated in the study. Using a single-case multiple probe across participants design, the authors measured three dependent variables: narrative organization skills, narrative productivity, and syntactic complexity. As a result of the intervention, stories became more cohesive and scores for narrative organization increased by approximately 7 points from baseline to intervention across participants. Smaller effects for narrative complexity and syntactic complexity measures were noted. Implications for future research and for practice are provided
%K English learners
%K narrative intervention
%K language impairment
%K story grammar
%U https://journals.sagepub.com/doi/full/10.1177/1525740117751897