The current research investigated the effectiveness of a narrative intervention method aiming to improve oral narrative ability in 8- to 10-year-old children with developmental language disorder (DLD) (n = 6). Oral narrative ability was assessed through a narrative retelling and a narrative generation task of which both the narrative microstructure and narrative macrostructure were analysed. A debating intervention was included as a control condition (n = 6). It was found that, after 10 weeks of narrative intervention, children significantly (p < .05) improved their storytelling abilities at a microstructural level: mean length of utterance; grammaticality; fluency; and complexity, as well as at a macrostructural level: the number of story grammar elements. The alternative intervention only yielded significant results on the number of story grammar elements, not on any microstructural skills. The narrative intervention is effective in targeting and improving both narrative micro- and macrostructure and is easily applicable in classrooms with DLD children.

中文翻译：

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DLD中的叙事小组干预：学习讲述情节

目前的研究调查了旨在提高 8 至 10 岁发育性语言障碍 (DLD) 儿童 (n = 6) 口头叙述能力的叙事干预方法的有效性。口头叙事能力通过叙事复述和叙事生成任务进行评估，其中分析了叙事微观结构和叙事宏观结构。辩论干预被纳入作为对照条件（n = 6）。结果发现，经过 10 周的叙事干预后，儿童在微观结构层面上（p < .05）显着提高了他们的讲故事能力：平均话语长度；语法性；流畅；和复杂性，以及宏观结构层面：故事语法元素的数量。替代干预只在故事语法元素的数量上产生了显着的结果，而不是在任何微观结构技能上。叙事干预有效地针对和改善叙事微观和宏观结构，并且很容易适用于有 DLD 儿童的课堂。