The effect of personal narrative intervention on late talkers’ personal narrative generation skills

Abstract

The purpose of the present study was to address the extent to which narrative intervention improved late talkers’ ability to generate personal narratives and the extent to which the effect of narrative intervention was maintained after three weeks of no intervention. Three late-talking preschool children participated in this narrative intervention program. To examine the effect of personal narrative (PN) intervention on personal narrative generation, we implemented a multiple-probe design by using grid analysis. The effects on personal narration were assessed in different phases: baseline, probes, intervention, and maintenance and generalization. The participants demonstrated the ability to generate a personal narrative, which has the power to link oral language skills to literacy since it requires the participant to plan and produce contextualized and cohesive discourse.