Effectiveness of teaching story grammar knowledge to pre-school children with language impairment. An exploratory study
Bibliographic record
Abstract
Narrative intervention is becoming a common feature in clinical treatment. However, there is a lack of research to support clinicians in their endeavour to provide effective and efficient intervention for children with narrative deficits. For the current study, 13 preschool children with language impairment (ages from 4;8 to 6;4) participated in a narrative intervention programme. Narrative intervention activities explicitly taught story grammar components. A mixed group and single-subject experimental design was used. Two measures of content were used to analyse children’s story productions: story information and episode level. As a group, children included more story information and produced more structurally complex stories following intervention. Single-subject data revealed that half the children showed statistically significant improvements for story information and episode level. Although the results of the study are mixed it is clear that the narrative productions of pre-school children with language impairment improve after narrative intervention. Clinically significant results are discussed along with directions for further research.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".