Original ArticlesExamining the Effects of Multitiered Oral Narrative Language Instruction on Reading Comprehension and Writing A Feasibility StudyPetersen, Douglas B.; Mesquita, Meredith W.; Spencer, Trina D.; Waldron, JessicaAuthor Information Department of Communication Disorders, Brigham Young University, Provo, Utah (Mr Petersen); Far North Speech Therapy, Anchorage, Alaska (Ms Mesquita); Department of Child & Family Studies, University of South Florida, Tampa (Ms Spencer); and Fremont County School District #1, Lander, Wyoming (Ms Waldron). Corresponding Author: Douglas B. Petersen, PhD, Department of Communication Disorders, Brigham Young University, TLRB 1190 N, 900 E, Provo, UT 84602 ([email protected]). Drs. Petersen and Spencer are coauthors of Story Champs and the CUBED assessment. They have a financial interest in Language Dynamics Group LLC, which publishes and sells Story Champs and which distributes the CUBED. The other authors have indicated that they have no financial and no nonfinancial relationships to disclose. Topics in Language Disorders: October/December 2020 - Volume 40 - Issue 4 - p E25-E39 doi: 10.1097/TLD.0000000000000227 Buy Metrics Abstract This early-stage feasibility study investigated the effects of a multitiered oral narrative language intervention on oral language, reading comprehension, and writing. Twenty-eight second-grade students participated in this quasi-experimental control group study with assignment at the classroom level. The independent variable was large- and small-group oral narrative language intervention that required students to retell increasingly complex stories that were strategically crafted to include academic language typically found in grade-level reading material. Story grammar, causal adverbial subordinate clauses, elaborated noun phrases, adverbs, and the acquisition of word meanings through context were explicitly taught. Students' performance on proximal measures of oral narrative retells, as well as distal measures of reading comprehension and writing, was assessed at pretest and posttest. Statistically significant differences between the treatment and control groups were found on all outcome measures using nonparametric analyses. Large- and small-group multitiered oral narrative instruction improved not only oral narrative language but also reading comprehension and written composition. © 2020 Wolters Kluwer Health, Inc. All rights reserved.