Abstract
A preliminary study was conducted to evaluate the efficacy of a narrative-based language intervention. The intervention was provided to two male students（3rd and 4th grade）with language difficulties, and they were treated by different teachers, once per week for two months. The intervention was structured to teach the story grammar using 1）icons and pictures, 2）repeated elicitation of retellings until all the elements of story grammar were learned, and 3）visual review of the teacher’s written notes about the student’s verbal responses. Although the 2 students had different language difficulties and received the intervention from different teachers, the improvement in their story grammar learning was sufficient for their parents to notice the difference.
