2025/10/29 by Megan Israelsen-Augenstein, Michelle W. Moore, Jayne Brandel +1 · 1 voice
Psychology · Health Professions · #Reading and Literacy Development #Language Development and Disorders #Digital Storytelling and Education
paper · doi:10.1044/2025_lshss-25-00040
openalex publication_date 2025/10/29 · openalex created_date 2025/10/29 · openalex updated_date 2026/06/11
Purpose: Developmental language disorder (DLD) affects an estimated 7%–10% of children in the United States, with some regions reporting significantly higher prevalence rates. This study examines the impact of whole-classroom narrative interventions on first- and second-grade students' oral narrative language outcomes. Method: A quasi-experimental pretest–posttest nonequivalent groups design was utilized, comparing students receiving the intervention ( n = 30) to a control group with business-as-usual instruction ( n = 21). Results: Results demonstrated significant improvements in both macrostructure and microstructure narrative skills among the intervention group. Discussion: Findings support the feasibility and efficacy of whole-classroom interventions in addressing language development needs, particularly in underserved areas. Implications for practice and future research directions are discussed. Supplemental Material: https://doi.org/10.23641/asha.30408514