Sustainable Development Goals
Abstract/Objectives
Previous studies have found that preschool narrative performance not only affects children's daily communication and social interaction, but also is an important predictor of preschool language, academic and social skills. At present, there are many literatures about the oral narrative ability of children with general development and language impairment, but there is a lack of intervention or teaching research on the oral narrative ability of preschool children with language impairment. The purpose of this study is to investigate whether narrative intervention of story grammar can effectively improve the oral narrative performance of preschool children with language impairment, and to compare whether there are different effects of narrative intervention of story grammar on improving the performance of picture book or individual narrative.
Results/Contributions

In this study, the reversal Design (A-B-A design) of the single-subject study method was adopted. The case of the study was a five-year-old kindergarten child who diagnosed with language delay. The purpose of the study was to explore whether the intervention of story grammar elements and picture book narrative teaching could improve the participants' performance in picture book narrative. And whether the intervention of narrative teaching can improve the performance of individual narrative, the research conclusions are as follows. Through story grammar elements and picture book narration teaching, participants' performance in picture book narration and personal narration can be effectively improved. Researchers have found that it is an indispensable step to arrange hierarchical goals according to participants' abilities after they have a clear understanding of their starting abilities in language performance. Only by arranging hierarchical goals according to their abilities can students really learn and absorb the content of the course. However when the study participants had reached the target of story elements of grammar, and then began to give priority to in order to draw the teaching intervention, wait until after the intervention period targets are reached, which can be faded into the maintenance phase in addition to the intervention of stage, see if study participants for story grammar elements and draw the narrative teaching intervention and to draw the rose, At the same time, it is compared whether the intervention of narrative teaching improves the ability of individual narrative, and this study found that the intervention of narrative teaching can effectively improve the participants' ability of narrative expression.

Keywords
language impairmentoral narrationstory grammarpersonal narrationpicture book narrationintervention