The effect of personal narrative intervention on late talkers’ personal narrative generation skills

Figures & data

Table 1. Participant demographics

Participants	Age	Gender	Ethnicity	Language
A B C	5:4 5:6 5:10	Male Male Female	Caucasian Caucasian Caucasian	Turkish Turkish Turkish

Table 2. Index of personal narrative micro- and macro-structure to assess personal narratives via the grid system

Macrostructure	Microstructure	Example	Coherence
(a) Initiation	(a) Starter sentence	My favorite animals that live in the ocean are …	My favorite animals that live in the ocean are whales, dolphins, and seahorses.
	(aC) Starter sentence with a conjunction	My favorite animals that live in the ocean are whales, dolphins, and seahorses.	My favorite animals that live in the ocean are whales, dolphins, and seahorses.
(b1) Text body content	(b1) Descriptive sentences about first preference	I like whales. Whales live in the ocean.	I like whales. Whales lives in the ocean.
	(b1TC) Descriptive sentences about first preference, which includes temporal and/or causal/conditional terms	I like whales. Whales live in the ocean. A whale has two flippers. In addition, a whale has a long strong body.	I like whales. Whales lives in the ocean. A whale has two flippers. In addition, a whale has a long strong body.
(b2) Text body content	(b2) Descriptive sentences about second preference	I like dolphins. Dolphins live in the ocean.	I like dolphins. Dolphins lives in the ocean.
	(b2TC) Descriptive sentences about second preference, which includes temporal and/or causal/conditional terms	I like dolphins. Dolphins live in the ocean. A dolphin has a long tail fin. A dolphin has two flippers. Therefore, a dolphin can jump.	I like dolphins. Dolphins lives in the ocean. A dolphin has a long tail fin. A dolphin has two flippers. Therefore, a dolphin can jump.
(b3) Text body content	(b3) Descriptive sentences about third preference	I like seahorses. A seahorse lives in the ocean	I like seahorses. Seahorses live in the ocean
	(b3TC) Descriptive sentences about third preference, which includes temporal and/or causal/conditional terms	I like seahorses. Seahorses live in the ocean. A seahorse has a curly tail for swimming fast.	I like seahorses. Seahorses live in the ocean. A seahorse has a curly tail for swimming fast.
(c) Termination	(c) Specific information about what occurred as a best preference; an evaluative function, which provides information about how to think about the choice	My favorite animals that live in the ocean are whales, dolphins, and seahorses, but I like whales the most.	My favorite animals that live in the ocean are whales, dolphins, and seahorses but I like whales the most.
	(cI) Specific information about what occurred as a best preference; an evaluative function, which provides information about how to think about the choice and includes intensifiers	My favorite animals that live in the ocean are whales, dolphins, and seahorses but I like whales the most because whales are enormous and cool.	My favorite animals that live in the ocean are whales, dolphins, and seahorses but I like whales the most because whales are cool.
	(cIA) Specific information about what occurred as a best preference; an evaluative function, which provides information about how to think about the choice, intensifiers and affect	My favorite animals that live in the ocean are whales, dolphins, and seahorses but I like whales the most because whales are‎ enormous and cool. They make me feel happy.	My favorite animals that live in the ocean are whales, dolphins, and seahorses, but I like whales the most because whales are ‎enormous and cool. They make me feel happy.

Figure 1. Multiple-probe design graphic via grid analysis