Improving narrative and language skills in senior primary school students

Abstract

At Mahogany Rise Primary School, extended language intervention was provided to years 5 and 6 students identified through diagnostic assessments as having moderate to severe language difficulties.

All students who participated in the strategy improved significantly in narrative production, comprehension and grammar complexity. Students identified as having moderate to severe language difficulties improved significantly, and the majority of these students are now within the normal range for all areas of language.

Strategy

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