ABSTRACT

The main goal of this study was to ascertain the effectiveness of an intervention programme on narrative coherence in students with Typical Development (TD) and with a Developmental Language Disorder (DLD). Participants were 99 five-year-old students from schools in Tenerife. A task involving retelling a story was used for the narrative analysis, in which we studied thematic unity and the causal and temporal semantic relationships. The intervention programme, which had a total of 55 20-minute sessions, was organized into different practice levels and enlisted the collaboration of teachers and speech therapists. Two experimental groups (DLD and TD) and two control groups (DLD and TD) were established. The results show that students with DLD initially showed worse performance on coherence than their classmates with TD. After the programme, the students who received the intervention not only improved their performance but showed the strongest gains in thematic unity and mental state-causal relationships. The working model used serves as a guide for early intervention.

摘要

本研究的主要目的是确定干预计划对典型发展 (TD) 和发展性语言障碍 (DLD) 学生叙事连贯性的有效性。参与者是来自特内里费岛学校的 99 名 5 岁学生。涉及复述故事的任务用于叙事分析，其中我们研究了主题统一性以及因果和时间语义关系。干预课程共有 55 个 20 分钟的课程，分为不同的练习级别，并征得教师和言语治疗师的合作。建立了两个实验组（DLD和TD）和两个对照组（DLD和TD）。结果表明，患有 DLD 的学生最初的连贯性表现比患有 TD 的同学差。节目结束后，接受干预的学生不仅提高了他们的表现，而且在主题统一性和心理状态-因果关系方面表现出最大的进步。使用的工作模型可作为早期干预的指南。