Effectiveness of teaching story grammar knowledge to pre-school children with language impairment. An exploratory study

By Denyse V. Hayward, P. Schneider. 2000

138 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/fa7049069b823cc2c08e76fcf4d7b72709fe167c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. T. Spencer
2. Douglas B. Petersen
3. T. Slocum
4. Nicholas A. Bilyk
5. Mandana Kajian

In Developmental and Educational Psychology

1. Douglas B. Petersen
2. T. Spencer
3. T. Slocum
4. Nicholas A. Bilyk
5. Mandana Kajian

Citations in the corpus

• The Effect of a Narrative Intervention on Story Retelling and Personal Story Generation Skills of Preschoolers With Risk Factors and Narrative Language Delays (2010, methodology): “Hayward and Schneider (2000) investigated a narrative intervention with 13 preschool and kindergarten children with moderate to severe language impairments.”
• Improving narrative skills in young children with delayed language development (2004, background): “…results are mixed they conclude ‘it is clear that pre-school children with language impairment benefit from narrative intervention’ and that ‘for some children, teaching story grammar may have contributed positively to their narrative and discourse abilities’ (Hayward & Schneider, 2000, p. 278).”
• A Systematic Review of Narrative-Based Language Intervention With Children Who Have Language Impairment (2011, methodology): “Hayward and Schneider (2000) implemented narrative intervention with an emphasis on story grammar to 13 preschool children with language impairment.”