| Abstract | Narrative development is an important measure of language development as well as an indicator of reading and academic skills. Thus, assessing spoken narrative production of preschool children with specific language impairment is an important assessment tool for speech language pathologists. Successful narratives are also imperative in social settings. Interaction with one's peers allows a child to practice and improve their language skills. One social context where narratives frequently occur during the preschool years is play. At this age, play is a highly motivating activity. Very little is known about the effects of narrative intervention with this population and the use of play. Therefore, the purpose of this project is to examine the effects of a play-based narrative intervention for children with specific language impairment. |
