The effectiveness of discourse-based intervention on personal narrative of school-aged children with borderline intelligence quotient

  • Belghis Rovshan Department of Linguistics & Foreign Languages, Payame Noor University, Tehran, Iran
  • Masoud Karimlo Mail Department of Biostatistics, Welfare and Rehabilitation Sciences University, Tehran, Iran
  • Ahmad Alipour Department of Psychology, Faculty of Psychology & Education, Payame Noor University, Tehran, Iran
  • Ali Khoddam Department of Linguistics & Foreign Languages, Payame Noor University, Tehran, Iran
Keywords:
Personal narrative, language disorder, student

Abstract

Background and Aim: Discourse-based interventions were studied less in speech therapy. This study aimed to investigate the effects of discourse-based intervention on language disabilities in school-aged children with borderline intelligence quotient (IQ).
Methods: In an experimental study, 33 students at the age of 6-13 years with borderline intelligence quotient (17 students for intervention and 16 students for control group) were selected with available sampling. The intervention lasted 14 sessions (every session: 45 minutes) that focused on the structure and content of discourse. Personal narrative was elicited with explanation of the same topic (go to a trip) for pre- and post-test.
Results: Mean scores of intelligence quotient, age and education had no difference between the two groups. The intervention caused the increase of compound sentences (p=0.038), types of cohesive conjunctions (p=0.003), and related information (p=0.008) and decrease of ungrammatical sentences (p=0.031).
Conclusion: Our findings indicate that participation in the intervention program has a clinically significant effect on the participants' abilities to produce personal narrative.

References

1. Crystal D. A dictionary of linguistics and phonetics. 5thed. New York: Blackwell Publishing; 2003.
2. Bliss LS, McCabe A. Comparison of discourse genres: clinical implications. CICSD. 2006;33:126-37.
3. Paul R, Smith RL. Narrative skills in 4-year-olds with normal, impaired, and late-developing language. J Speech Hear Res. 1993;36(3):592-8.
4. Miller S, Pennycuff L. Power of story: using storytelling to improve literacy learning. J Cross- Disciplinary Perspect Edu. 2008;1(1):36-43.
5. Davies P, Shanks B, Davies K. Improving narrative skills in young children with delayed language development. Edu Rev. 2004;56(3):271.
6. Hayward D, Schneider P. Effectiveness of teaching story grammar knowledge to pre-school children with language impairment. an exploratory study. Child Lang Teach Therapy. 2000;16(3):255-84.
7. Swanson LA, Fey ME, Mills CE, Hood LS. Use of narrative-based language intervention with children who have specific language impairment. 2005;14:131-43.
8. Soto G, Solomon-Rice P, Caputo M. Enhancing the personal narrative skills of elementary school-aged students who use AAC: the effectiveness of personal narrative interaction. J Commun Disord. 2009;42(1):43-57.
9. Reuterskiold C, Hansson K, Sahlen B. Narrative skills in swedish children with language impairment. J Commun Dis. 2011;44(6):733-44.
10. Van Leer E, Turkstra L. The effect of elicitation task on discourse and coherence in adolescents with brain injury. J Commun Disord. 1999;32(5):327-48.
11. Brown G, Yule G. Discourse analysis. NewYork: Cambridge University Press. 1989.
12. Klecan-Aker JS. A treatment programme for improving story-telling ability: a case study. Child Lang Teach Therapy.1993;9(2):105-15.
13. Nathanson R, Crank JN, Saywitz KJ, Ruegg E. Enhancing the oral narratives of children with learning disabilities. Read Wri Quarterly. 2007;23(4),315-31.
Published
2017-07-31
How to Cite
1.
Rovshan B, Karimlo M, Alipour A, Khoddam A. The effectiveness of discourse-based intervention on personal narrative of school-aged children with borderline intelligence quotient. Aud Vestib Res. 23(1):87-95.
Section
Research Article(s)