Bibliographic Details
| Title: |
Effects of English Narrative Intervention for Spanish–English Bilingual Children on Narrative Discourse and Morphosyntactic Abilities. |
| Authors: |
Ramirez, Alalabeth, Baez, Lamitra, Daher, Noha |
| Source: |
Perspectives of the ASHA Special Interest Groups; Oct2026, Vol. 11 Issue 5, p1814-1828, 15p |
| Subject Terms: |
Transfer of training, Speech-language pathology, Multilingualism, Linguistics, Pre-tests & post-tests, English language, Speech therapy, Language acquisition, Children |
| Abstract: |
Purpose: Minimal research has been conducted on the effects of a narrative intervention on Spanish–English bilingual children on narrative discourse and morphosyntactic skills, as well as cross-linguistic transfer. The purpose of this study was to investigate the extent to which an English narrative intervention increases the narrative discourse skills and morphosyntactic skills in Spanish–English bilingual children in both the treated language (English) and the nontreated language (Spanish). Method: A one-group pretest–posttest design was implemented. Sixteen typically developing 6–8-year-old (kindergarten to third grade) bilingual children participated in individualized Story Champs narrative intervention sessions in English biweekly for 30 min for 6 weeks. Pre-intervention and postintervention evaluations in both languages (Spanish and English) were completed through narrative and language sample elicitation tasks using wordless picture books and narrative language subtest measures. Data analysis procedures were also implemented. Results: All participants demonstrated a significant increase in narrative discourse skills. However, more gains were observed for the morphosyntactic measures for the kindergarten to first-grade participants in both languages, than was measured in the second- to third-grade participants. Cross-linguistic transfer of skills was observed with narrative skills and morphosyntactic skills to a degree. Discussion: An English narrative intervention holds promise in improving bilingual children’s narrative discourse skills and morphosyntactic skills. Further research is recommended to determine the effect of a narrative intervention program on bilingual children from different populations and its long-term impact. [ABSTRACT FROM AUTHOR] |
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| Database: |
Complementary Index |