An Intervention Study On The Oral Narrative Competence Of Children With Mild Intellectual Disabilities Through Conversational Story Structure Instruction

peter Brooks once said:"Our lives are constantly intertwined with narratives and telling stories...,We are surrounded by narratives."people"understand"the world through narrative and"narrate"the world through narrative.However,due to the cognitive characteristics of children with intellectual disabilities,such as the difficulty in storing and extracting information,the lack of vocabulary,and the conviction of thinking,there are many difficulties in the oral narrative.When most children with intellectual disabilities describe an experience or an event,they only intercept the memory storage section,and pile it up with limited vocabulary or sentences,pieced together as new stories which lacking the context and logic of the situation.The Ministry of Education of the people's Republic of China?2016?promulgated the"Curriculum School Compulsory Education Curriculum Standards"which clearly stating:"Improve mentally impaired children's basic skills,such as verbal expression and communication to meet their daily conversation and social interaction needs."Therefore,how to improve children's oral narrative ability in spoken language has become an important topic for researchers.“Teaching people to fish is better than teaching them to fish”,story structure instruction which base on Constructivism become widely instruction strategy.It advocate to instruct children's cognitive strategies of self reading and narrative,so that children can build their own story schema.However,children with intellectual disabilities have significant difficulties in migrating and classifying.Therefore,how to apply the“story structure”to new stories becomes a challenge to the story structure instruction.Based on Vygotsky's“Development Zone Theory”of the adult support perspective,dialogue instruction emphasizes that teachers use open-ended“questions”to help children internalize these skills and improve their reading and speaking narrative capabilities.Just as Socrates pointed out that teaching is not a process of“instilling”external knowledge in people,it is a process of asking students to raise existing knowledge through continuous questioning by teachers.Therefore,this study combines the“questioning”in dialogue instruction with the story structure instruction,namely,using“conversational story structure instruction”to train children with intellectual disabilities in the oral narrative to explore the intervention effects on children with intellectual disabilities.This study uses A-B₁-A₁-C-B₂-A₂ experimental design in a single subject study.The independent variable is an interactive story structure teaching.The dependent variable is the oral narrative competence.The researchers conducted 10-week teaching interventions at three latitudes:vocabulary complexity,story length,and story structure integrity of the oral narrative.The intervention process is divided into two parts.First,the first-stage teaching intervention is based on the picture book of interest to children.The teaching phase includes:baseline period,intervention period I?teaching of story structure elements,and story structure instruction?,maintenance period I,and similar period.During the similar period,if the classifying effect is not obvious,the second-stage teaching interventions are conducted using text materials,which including the intervention period II and the maintenance period II.During the maintenance period II,the picture book detection is implemented.After the intervention,the researchers used SpSS19.0 language programming to analyze the experimental materials from the three aspects of visual analysis,C statistics and the effects sizes,and used the continuous comparison method to analyze the interviewing of data.After 10 weeks of intervention,the oral narratives of the subjects were improved in terms of vocabulary complexity,story length,and story structure integrity.This study draws the following main conclusions:1.During the picture book intervention stage,conversational story structure teaching has a better immediate effect on the vocabulary complexity,story length,and story structure integrity of the oral narration;however,it has less effect on the oral narrative of vocabulary complexity and story structure of the subject B.There were individual differences among the subjects.2.Conversational story structure instruction is less effective for the vocabulary complexity,story length,and story structure integrity of the narrative spoken narratives,and the length of the narrative stories in the test subjects is still relatively poor,but the subject B vocabulary complexity and story structure integrity have less classifying effects.3.In the context of text intervention,conversational story structure teaching has immediate and sustained effects on the vocabulary complexity,story length,and story structure integrity of the spoken narratives.4.The picture book intervention stage has some influence on the vocabulary complexity and story length of the oral narration narrative narrative in the intervention stage of the text.The picture book intervention stage has obvious delay effect on the story structure integrity of the test text intervention stage.5.The open“questioning”and the“prompt”of map cards help children understand the structure and content of the story in conversational story structure instruction.6.Teachers and parents all believe that this teaching enhances the narrative competence of children with intellectual disabilities and support the teaching of dialogue story structure instruction.Based on this study,the researchers suggest that teachers can use a variety of questioning methods to promote the thinking of children with mental retardation in practical teaching;pay attention to the life and practicality of material selection to improve children's social resilience.children with intellectual disabilities fully construct their own story patterns by extending the intervention time,so that improve their narrative capabilities.In future studies,improvements should be made as far as possible in the following aspects.First,the number of students to be educated should be as close to the classroom as possible.Second,the collection of children's daily language samples should be added to more fully reflect children's narrative.Third,Strengthen the use of language samples to analyze children's oral narrative semantics,grammar,pragmatic features and targeted interventions.