Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes Purpose Despite literature showing a correlation between oral language and written language ability, there is little evidence documenting a causal connection between oral and written language skills. The current study examines the extent to which oral language instruction using narratives impacts students' writing skills. Method Following multiple baseline ... Research Article
Research Article  |   July 05, 2018
Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes
 
Author Affiliations & Notes
  • Trina D. Spencer
    University of South Florida, Tampa, FL
  • Douglas B. Petersen
    University of South Florida, Tampa, FL
    Brigham Young University, Orem, UT
  • Disclosure: Trina D. Spencer and Douglas B. Petersen developed the intervention program featured in this study and are entitled to royalties related to its sale.
    Disclosure: Trina D. Spencer and Douglas B. Petersen developed the intervention program featured in this study and are entitled to royalties related to its sale.×
  • Correspondence to Trina D. Spencer: trinaspencer@usf.edu
  • Editor-in-Chief: Shelley Gray
    Editor-in-Chief: Shelley Gray×
  • Editor: Cynthia Puranik
    Editor: Cynthia Puranik×
Article Information
Research Articles
Research Article   |   July 05, 2018
Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes
Language, Speech, and Hearing Services in Schools, July 2018, Vol. 49, 569-581. doi:10.1044/2018_LSHSS-17-0030
History: Received March 9, 2017 , Revised June 26, 2017 , Accepted February 14, 2018
 
Language, Speech, and Hearing Services in Schools, July 2018, Vol. 49, 569-581. doi:10.1044/2018_LSHSS-17-0030
History: Received March 9, 2017; Revised June 26, 2017; Accepted February 14, 2018

Purpose Despite literature showing a correlation between oral language and written language ability, there is little evidence documenting a causal connection between oral and written language skills. The current study examines the extent to which oral language instruction using narratives impacts students' writing skills.

Method Following multiple baseline design conventions to minimize threats to internal validity, 3 groups of 1st-grade students were exposed to staggered baseline, intervention, and maintenance conditions. During the intervention condition, groups received 6 sessions of small-group oral narrative instruction over 2 weeks. Separated in the school day from the instruction, students wrote their own stories, forming the dependent variable across baseline, intervention, and maintenance conditions. Written stories were analyzed for story structure and language complexity using a narrative scoring flow chart based on current academic standards.

Results Corresponding to the onset of oral narrative instruction, all but 1 student showed meaningful improvements in story writing. All 4 students, for whom improvements were observed and maintenance data were available, continued to produce written narratives above baseline levels once the instruction was withdrawn.

Conclusions Results suggest that narrative instruction delivered exclusively in an oral modality had a positive effect on students' writing. Implications include the efficiency and inclusiveness of oral language instruction to improve writing quality, especially for young students.

Acknowledgments
The authors would like to thank Ms. Heidi Smith for her contributions to this research.
Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access