Effect of oral academic narrative language intervention on listening comprehension and generalised word learning: A proof of concept study
Vocabulary instruction embedded in narrative intervention can improve young students' ability to learn novel word meanings from context and listening comprehension skills. As a promising approach to integrating multiple aspects of oral academic language, further refinement and extensions are recommended.
Authors
- Megan S. Kirby (ORCID: https://orcid.org/0000-0002-6803-5360)
- Douglas B. Petersen (ORCID: https://orcid.org/0000-0003-2675-4217)
- Trina D. Spencer (ORCID: https://orcid.org/0000-0002-3531-8276)
- Chelsey Gardner
Institutions
- Mary Baldwin University (US)
- University of Wyoming (US)
- University of Kansas (US)
- Northern Arizona University (US)
Publication Details
- Journal
- International Journal of Speech-Language Pathology
- Published
- 2025-06-08
- DOI
- https://doi.org/10.1080/17549507.2025.2510235
- Primary Topic
- Reading and Literacy Development
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Northern Arizona University