Objective: Children encounter narratives at home, in school, and across social interactions. They produce narratives to express thoughts and feelings about experiences and events that are real or imagined. Narrative skills are believed to form the bridge between oral language and literacy. The narrative performance of children with specific language impairment (SLI) reveales a general capacity delay producing narratives. The purpose of this investigation was to examine the effect of an individualized narrative-based intervention, Story Champs on narrative retell skills in students ages 5 to 7 with SLI. Method: Three participants ages six to seven years old participated in an A-B-A single subject design to determine the effects of the individualized narrative intervention on narrative retell skills. A total of 18 sessions were completed with all participants. Results: The results from this investigation indicated a positive relationship between the interventions and narrative retell skills. All three participants demonstrated an increase in story grammar elements in narrative retells. Conclusion: In conclusion, these findings demonstrate that individualized narrative intervention can increase narrative retell skills in children with SLI.
