The present investigation has been designed with the purpose of analyzing the narrative development in pupils with typical development (DT) and with Developmental Language Disorder (DLD) and formulating an educational proposal to achieve their stimulation. The final sample consisted of 128 5-year-old pupils, divided into four groups each with 32 subjects: a treatment group of pupils with TDL, a group without treatment of pupils with TDL, a treatment group of pupils with language DT and a group without treatment of pupils with DT of language. The intervention program was organized following a Multi- Tiered System of Supports. There is a clear improvement performance in the narrative scheme in both pupils with TDL and DT. In addition, the TDL group with treatment showed greater gains compared to the three groups, while the DT group with treatment showed greater gains compared to the two groups without treatment. It is suggested that the competencies in narrative discourse skills be incorporated into the curriculum of Early Childhood Education.