The Effect of Dialogic-Based Storytelling Training on Language Skills among the Girl Students with Educable Intellectual Disability in Elementary Schools

This research aimed to evaluate the effectiveness of training the dialogic-based storytelling on language skills of girl students with educable intellectual disability in elementary schools, Isfahan City, Iran.
Semi-experimental method with pretest-posttest design, and control group were used in this study. The target population included all the girl students with educable intellectual disability in elementary schools in Isfahan City. 30 students with educable intellectual disability were selected through purposive sampling technique. The experimental group was trained for 8 sessions of dialogic-based storytelling based on Whitehurst's techniques. Test of language development-primary, 3rd edition (TOLD-P3) was used assess the participant's language skills. The data were analyzed using analysis of covariance method.
Subtracting the effect of pretest score, the difference between experimental and control groups was meaningful in such components as spoken language (F=155.58, P Dialogic-based storytelling is a context for learning language by children of low intelligence, through group interactions. As well as the participation and interaction during storytelling, repetition, practice, feedback, and reinforcement could improve children's language skills.