Millogo, V.E., Gaufreteau, A. & Ros, C. (2026). "Early Oral Language as a Form of an Invisible Educational Vulnerability: Effects of a Narrative-Based Intervention in Rural First-Grade Classrooms", Open Journal of Humanities, 22: 561-585

This study examines the effects of a narrative production intervention on the language development of first-grade students with language difficulties attending rural schools. Rural areas are often characterized by geographical isolation, limited access to cultural and educational resources, and lower socioeconomic conditions, factors that may increase vulnerability to learning difficulties. Previous research has demonstrated the central role of narrative abilities in language development and literacy acquisition, yet few studies have investigated targeted narrative interventions for young students in rural contexts. A total of 120 first-grade students from eight rural schools participated in a randomized controlled trial. Students were assigned either to an Experimental Group (EG), which received seven weeks of narrative production training delivered by a specialized teacher, to a Control Group (CG), which followed regular classroom activities, and to an Ordinary Group (OG), as a reference group for excepted language competencies. Narrative skills were assessed before and after the intervention using a storytelling task based on a comic-strip sequence. Narratives were analyzed according to structural and discourse-related dimensions (narrative structure, referential cohesion and evaluative expression). Results showed significant progress between pretest and posttest for all students. However, gains were significantly greater for students in the EG than for those in the CG across all dimensions assessed. In addition, the performance of EG students is comparable to that of OG students. These findings suggest that even a short narrative production intervention can effectively enhance the language abilities of first-grade students with language difficulties in rural settings. The results also highlight the added benefits of small-class contexts, supporting the potential of targeted educational interventions to reduce learning difficulties and educational inequalities.