The overall purpose of this investigation was to determine the effect of a narrative retell intervention on African American preschool age children who need support in the area of story grammar elements. Two participants were taught explicit narrative retell instruction using the narrative intervention, Story Champs. Scoring was based upon the most meaningful story grammar parts: problem, attempt, consequence, and ending: however, character, setting, and, feeling were scored as well. Participants’ total score of story grammar elements was documented weekly via a tablet for digital scoring. This single subject multiple baseline design across participants investigation took place in a childcare care center in a metropolitan area in South Carolina. The sessions were held three times per week for a total of eight weeks with follow-up occurring after two weeks without intervention: sessions lasted approximately IS to 20 minutes in length. Results yielded a positive effect of the narrative retell instruction using story grammar elements for both participants. In Phase B, one participant displayed an average change across sessions of +1.1 points/elements, and the other participant displayed an average change across sessions of + 1.3 points/elements. Although both participants displayed a slight decline in the story grammar retell scores between Phase B and Phase C. the outcome of this investigation still indicates an effective intervention. These findings demonstrate that Story Champs appears to be an effective intervention tool to measure growth of African American preschoolers’ narrative skills.
