Narrative Assessment and Intervention: A Clinical Tutorial on Extending Explicit Language Instruction and Progress Monitoring to All Students The majority of children who are culturally and linguistically diverse in the United States read below grade level. This disproportionate prevalence of reading difficulty is likely due to language-related factors. Although most of these children do not have language impairment, they do need explicit instruction in the use and comprehension ... Article
Article  |   April 01, 2014
Narrative Assessment and Intervention: A Clinical Tutorial on Extending Explicit Language Instruction and Progress Monitoring to All Students
Author Affiliations & Notes
  • Douglas Petersen
    Department of Communication Disorders, University of Wyoming, Laramie, WY
  • Trina D. Spencer
    Institute for Human Development, Northern Arizona University, Flagstaff, AZ
  • Financial Disclosure: Douglas Petersen is an Assistant Professor at the University of Wyoming. Trina Spencer is Research Director at Northern Arizona University.
    Financial Disclosure: Douglas Petersen is an Assistant Professor at the University of Wyoming. Trina Spencer is Research Director at Northern Arizona University.×
  • Nonfinancial Disclosure: Douglas Petersen has previously published in the subject area. Trina Spencer has previously published in the subject area.
    Nonfinancial Disclosure: Douglas Petersen has previously published in the subject area. Trina Spencer has previously published in the subject area.×
Article Information
Cultural & Linguistic Diversity / School-Based Settings / Language Disorders / Articles
Article   |   April 01, 2014
Narrative Assessment and Intervention: A Clinical Tutorial on Extending Explicit Language Instruction and Progress Monitoring to All Students
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, April 2014, Vol. 21, 5-21. doi:10.1044/cds21.1.5
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, April 2014, Vol. 21, 5-21. doi:10.1044/cds21.1.5

The majority of children who are culturally and linguistically diverse in the United States read below grade level. This disproportionate prevalence of reading difficulty is likely due to language-related factors. Although most of these children do not have language impairment, they do need explicit instruction in the use and comprehension of complex, academically-related language that is expected in public schools. Speech-language pathologists (SLPs) are particularly well suited to help guide this needed explicit language instruction and help implement language progress monitoring. In this clinical tutorial, we propose ways in which narrative assessment and intervention within a response to intervention framework can be carefully aligned and realistically carried out. We propose that narrative assessment and narrative intervention should become standard practice in schools to monitor language growth and provide explicit language instruction to students.

Acknowledgments
We wish to thank Teresa Ukrainetz for her constructive feedback and Alexandra Costello for her valuable service.
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