The Impact of Whole-Classroom Narrative Interventions on Children’s Narrative Language Development.

Purpose: 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. Method: A quasi-experimental pretest–posttest nonequivalent groups design was utilized, comparing students receiving the intervention (n = 30) to a control group with business-as-usual instruction (n = 21). Results: Results demonstrated significant improvements in both macrostructure and microstructure narrative skills among the intervention group. Discussion: 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. [ABSTRACT FROM AUTHOR]