Story Champs
Overview
Focus
Specific Skills
- Comprehension
- Content knowledge
- Memory
- Narrative generation
- Oral language skills
- Syntax
- Vocabulary
Program Length
Each lesson lasts 15-45 minutes
Program Description
"Story Champs® (available in both English and bilingual English/Spanish) is a multi-tiered language intervention curriculum that helps educators and clinicians promote academic language of diverse students. Story Champs® is a semi-manualized program with explicit teaching procedures, but it is also extremely flexible to allow for sensible differentiation. Although the primary focus of Story Champs® is on the development of a strong oral language foundation through storytelling, it also promotes other aspects of academic language that are essential for school success through information retelling, vocabulary learning, and writing."
Visit Program WebsiteCost
One English kit costs $298.00, Spanish Booster kit costs $54.99, and English/Spanish kit costs $338.00
More Pricing DetailsDemographics & Delivery
Intended Population
- Intervention
- Intensified intervention
Grade
- Pre-K
- Elementary School
Intended Group Size
- Any
ELL/DLL
- Full
Multisensory Applications
- No
Computer-Based Delivery
- Partial
Scripted
- Instructor Scripted
Program Specifics
Comprehensive or Skill Specific
- Comprehensive
Placement Tests
- No
Accelerated Learning
- No
Assessment to Monitor Skills Mastery
- No
Error Correction Built In
- Yes
Fidelity Measures Provided by Publisher
- Unspecified
Research & Evaluation
Research Summary
Three research articles were evaluated for evidence. All three studies were comparison designs involving pretest and posttest comparisons. The results of these studies show generally positive to mixed results for Dual-Language learners and for Native English speakers. One single case involving four elementary students found Story Champs to be effective at improving narrative skills.
Study Citations
Petersen, D. B. Thompsen, B., Guiberson, M. M., & Spencer, T. D. (2015). Cross-linguistic interactions from second language to first language as the result of individualized narrative language intervention with children with and without language impairment. Applied Psycholinguistics, 37(3), 703–724. doi:10.1017/s0142716415000211
Spencer, T. D., & Petersen, D. B. (2018). Bridging Oral and Written Language: An Oral Narrative Language Intervention Study With Writing Outcomes. Language, Speech, and Hearing Services in Schools, 49(3), 569–581. doi:10.1044/2018_lshss-17-0030
Spencer, T. D., Petersen, D. B., Restrepo, M. A., Thompson, M., & Gutierrez Arvizu, M. N. (2019). The effect of Spanish and English narrative intervention on the language skills of young dual language learners. Topics in Early Childhood Special Education, 38(4), 201-219. doi: 10.1177/0271121418779439
Spencer, T. D., Petersen, D. B., Slocum, T. A., & Allen, M. M. (2015). Large group narrative intervention in Head Start preschools: Implications for resonse to intervention. Journal of Early Childhood Research, 13(2), 196-217. doi: 10.1177/1476718X13515419
Spencer, T. D., Kajian, M., Petersen, D. B., & Bilyk, N. (2013). Effects of an individualized narrative intervention on children’s storytelling and comprehension skills. Journal of Early Intervention, 35(3), 243–269. doi:10.1177/1053815114540002
Hessling, A., & Schuele, C. M. (2020). Individualized Narrative Intervention for School-Age Children With Specific Language Impairment. Language, Speech, and Hearing Services in Schools, 51(3), 687-705. https://doi.org/10.1044/2019_LSHSS-19-00082
Evidence-Based Practice (EBP)
- Mixed evidence