Our goal is to rigorously evaluate and validate the three versions of the MultiModal Narrative intervention. To achieve this goal, we carry out three different types of studies:
Co-creation studies: We describe the process of design and development of the interventions
Implementation evaluation studies: We report the levels of satisfaction (acceptability, feasibility and appropriateness) among the agents involved in the intervention (e.g., teachers, students, families)
Effectiveness evaluation studies: We report whether there has been an improvement in the trained skills, based on direct measures taken before and after the intervention period
Below you will find the references to the studies we have published on the three versions of the NMM and the posters we have presented at national and international conferences. At the bottom of the page, there is also a selection of press coverage, as we also aim to bring our research to the wider public.
NMM: Preschool
Florit-Pons, J., Prieto, P., & Igualada, A. (2025). Co-creation of a narrative intervention program for speech–language pathology and educational settings. American Journal of Speech-Language Pathology, 34(6), 3279–3299. Read article
Florit-Pons, J., Igualada, A., & Prieto, P. (2025). Evaluating the feasibility and preliminary effectiveness of a multi-tiered multimodal narrative intervention program for preschool children. Language, Speech, and Hearing Services in Schools, 56(1), 17–41. Read article
Florit-Pons, J., Prieto, P., & Igualada, A. (2026). An individualized multimodal narrative intervention for young children with neurodevelopmental disorders. Early Childhood Education Journal. Read article
Florit-Pons, J., Igualada, A., & Prieto (in press). The limitations of active embodiment in preschool classrooms: evaluating the effectiveness of multimodality in a classroom-based narrative intervention. International Journal of Applied Linguistics.
Florit-Pons, J. (2025). Developing, implementing and evaluating the MultiModal Narrative Intervention to enhance the narrative skills of children with typical development and neurodevelopmental disorders: A multimodal approach [Doctoral dissertation, Universitat Pompeu Fabra]. Read the dissertation
NMM: Newcomers
Under construction…
NMM: English
Yao, T. & Prieto, P. (2026). From embodied storytelling to writing: Preliminary effectiveness and acceptability of multimodal narrative training in secondary L2 classrooms. In L. M. Morett & S. Inceoglu (eds). Gesture in Second Language Acquisition and Pedagogy. De Gruyter Mouton. Read article
Poster presented at the 2026 Conference of American Association for Applied Linguistics (AAAL 2026)
Chicago, 2026
Other related articles
Yao, T., Xi, X., & Prieto, P. (2025). The Effects of Oral Narrative Interventions on Second Language Learning: a Systematic Review and Meta-Analysis. System, 134, 103835. Read article
Yao, T., Xi, X., & Prieto, P. (2026). Oral narrative intervention in teaching second language speaking. In H. Nassaji (ed.), The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons. Read article
Press
Focus UPF
How to help children with autism or language disorders to overcome their communication barriers?(16/10/2026)
El Periódico de Catalunya
El reforç de l’oralitat des d’infantil millora la lectoescriptura i l’èxit escolar (01/11/2025)
El Diari de l’Educació
Cal potenciar que els infants aprenguin a expressar-se amb el cos i no només amb paraules (28/04/2023)