The Effects Of Dialogic Reading On Oral Narrative Ability Of Middle Grade Autistic Students In School For Intellectual Disability

Oral narrative ability is a language ability closely related to individual life and learning.At present,researchers usually analyze oral narrative ability from two aspects: macrostructure and microstructure.Compared with microstructure,macrostructure focuses on the overall structure of oral narrative samples,such as plot composition.Under the influence of physiology,society and other factors,the macro-structural difficulties of oral narrative ability of autistic students are more prominent.Conversational reading,as a new reading method,can guide individuals accurately through the four-step intervention procedure of Prompt,Evaluate,Expand,Repeat,and five questioning techniques（CROWD）.To grasp the structure of the story from the macro-structural indicators.Therefore,this study intends to explore the effect of conversational reading on the macro-structure of the oral narrative ability of middle-grade autistic students in school for intellectual disability,and to further analyze the performance levels of the four indicators of story background,initial event,action and outcome.Using the single-subject experimental method,this study took 2 middle-grade autistic students from school for intellectual disability as the research objects,and took the conversational reading teaching plan as the independent variable.and test,and draw corresponding conclusions through visual analysis and C statistics: First,conversational reading can improve the macro-structure index of oral narrative ability of middle-grade autistic students in school for intellectual disability;Second,conversational reading has a maintenance effect on the macro-structure index of oral narrative ability of middle-grade autistic students in school for intellectual disability;Third,there are individual differences in the development speed and stability of the macro-structural indicators of the oral narrative ability of middle-grade autistic students in school for intellectual disability.According to the results obtained in this study,corresponding educational suggestions are put forward.The specific contents are as follows: First,attach importance to the cultivation of autistic students’ oral narrative ability;Second,improve the utilization of conversational reading in the teaching of autistic students’ oral narrative ability;Third,choose a picture book appropriately.