Sketch and Speak Expository Intervention for Adolescents: A Single-Case Experiment via Telepractice.

Purpose: This study investigated the effects of strategy intervention on expressive and receptive expository discourse for adolescents with language-related learning disabilities (LLD).

Method: Three participants completed baseline and twelve 45- to 60-min individual treatment sessions in a multiple-baseline across participants design. In treatment, participants learned to take notes using pictography and conventional bulleted notes, orally generate sentences from their notes, and orally practice full sentences and oral reports.

Interventions Designed to Improve Narrative Language in School-Age Children: A Systematic Review With Meta-Analyses.

Purpose The purpose of this systematic review with meta-analyses was to examine interventions that aimed to improve narrative language outcomes for preschool and elementary school-age children in the United States. Our goal was to examine peer-reviewed publications to describe the characteristics of these interventions and synthesize their overall effectiveness on narrative comprehension and production via meta-analysis. Method We searched electronic databases, examined previously published reviews, and consulted experts in the field to identify published studies that employed robust experimental and quasi-experimental designs.

Speaking like a scientist: A multiple case study on sketch and speak intervention to improve expository discourse.

Purpose: This descriptive multiple case study examined the effects of a contextualized expository strategy intervention on supported and independent note-taking, verbal rehearsal, and reporting skills for three elementary students with language disorders.

Method: Two 9-year-old fourth grade students and one 11-year-old sixth grade student with language disorders participated. The intervention was delivered as sixteen individual 20-minute sessions across nine weeks by the school speech-language pathologist.

A Systematic Review of Academic Discourse Interventions for School-Aged Children With Language-Related Learning Disabilities.

Purpose This systematic review synthesized a set of peer-reviewed studies published between 1985 and 2019 and addressed the effectiveness of existing narrative and expository discourse interventions for late elementary- and middle school-aged students with language-related learning disabilities. Method A methodical search of the literature for interventions targeting expository or narrative discourse structure for students aged 9-14 years with group experimental designs identified 33 studies, seven of which met specific criteria to be included in this review. Results An 8-point critical appraisal scale was applied to analyze the quality of the study design, and effect sizes were calculated for six of the seven studies; equivocal to small effects of far-transfer outcomes (i.