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Poster De Conférence Année : 2022

Targeted Intervention impact on Low Language Proficiency First Graders

Résumé

Purpose: This study examines the impact of a targeted narrative production intervention on the language development of first graders with low language proficiency. Previous studies (Bishop & Clarkson, 2003; Cain, 2003; Griffin, Hemphill, Camp, & Palmer, 2004) have highlighted the importance of narrative development for language development, establishing strong links between general language skills and the prerequisites for the introduction to writing (Cragg & Nation, 2006). Other studies (Graham, Harris, & Mason, 2005; Graham, Harris, & Troia, 1998; Harris & Graham, 1999) have demonstrated the effectiveness of educational interventions by showing that they have beneficial effects on students. Our study fits into this approach. We therefore tested the effects of early intervention among first graders. Our assumption was that an intervention based on regular and supervised exposure (7 weeks and 2 sessions of 30 mn per week) to narrative situations would improve the language skills of students with low language proficiency.
Method: 67 first graders from five schools participated in the research. In each school, the class was divided into two subgroups: an experimental group (EG) and a control group (CG). The two groups were matched on the basis of scores obtained on an initial assessment test (E.L.O. test - Khomsi, 2001). The GE group benefited from free conversation sessions around albums containing only pictures, in the presence of a specialized teacher (2 sessions per week over 7 weeks, i.e. 14 sessions of 30 minutes). Meanwhile the GT group continued with the usual classroom activities. Then the two groups of students produced a narrative based on an 8 picture comic strip. These productions were collected, coded, then analyzed and compared at the structural and discursive levels.
Results: Our main results indicated that all students improved their language performance between the initial and the final assessments. However, progress was greater for the EG than for the CG. All students improved their narrative schema knowledge, but the EG made significantly more progress than the CG. Our results suggest that an intervention targeting narrative production improves the language skills of students with language difficulties.
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Dates et versions

hal-04549749 , version 1 (17-04-2024)

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  • HAL Id : hal-04549749 , version 1

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Victor Millogo. Targeted Intervention impact on Low Language Proficiency First Graders. SIG Writing Conference 2022, Jun 2022, UMEA, Sweden. ⟨hal-04549749⟩
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