Although children with developmental language disorder demonstrate poor inferential comprehension, few studies have evaluated the effect of interventions to improve inferencing. This study aimed to investigate the efficacy of a small-group intervention designed to improve oral inferential comprehension of narrative discourse. Thirty-seven 5- to 6-year-old children with developmental language disorder participated. The participants were randomly allocated to the oral inferential comprehension (IC) intervention or a control phonological awareness (PA) intervention. Small-group sessions took place twice a week over 8 weeks. Participants were assessed on narrative comprehension and phonological awareness skills pre- and post-intervention, and after a maintenance period of 8 weeks. Compared to the control PA group, the participants in the IC group demonstrated a significant increase in inferential comprehension scores from pre- to post-intervention, which was maintained over time. In addition, the IC group scored significantly higher than the PA group for inferential comprehension on a post-intervention generalization measure. There was no significant difference between the two groups for literal comprehension scores at any assessment point. The results demonstrate that the small-group intervention was effective at improving inferential comprehension of narratives in 5- to 6-year-old children with developmental language disorder. Additionally, generalized improvement was shown across the narrative context, and improvements were maintained two months following the intervention.

中文翻译：

---

一项针对发育性语言障碍幼儿的口头推理理解干预的随机对照试验

尽管发育性语言障碍儿童的推理理解能力较差，但很少有研究评估干预措施对提高推理能力的效果。本研究旨在调查旨在提高对叙事话语的口头推理理解的小组干预的有效性。37 名 5 至 6 岁患有发育性语言障碍的儿童参与了研究。参与者被随机分配到口语推理理解 (IC) 干预或控制语音意识 (PA) 干预。小组会议在 8 周内每周举行两次。在干预前后以及 8 周的维持期后，对参与者的叙事理解和语音意识技能进行了评估。与对照组 PA 组相比，IC 组的参与者表现出从干预前到干预后的推理理解分数显着增加，并且随着时间的推移保持不变。此外，IC 组在干预后泛化测量的推理理解方面得分显着高于 PA 组。在任何评估点的文字理解分数上，两组之间没有显着差异。结果表明，小组干预可有效提高 5 至 6 岁发育性语言障碍儿童对叙事的推理理解。此外，在整个叙述上下文中都显示出普遍的改善，并且在干预后两个月保持改善。