Purposes: The effect of intervening on narrative skills in Chinese-speaking school-age children with developmental language disorder (DLD) is underexplored. Methods: The aim of the present study was to investigate the effectiveness of narrative intervention on written narratives of Chinese children with and without DLD and to explore the potential differences in response to the intervention between the two groups of children. Children with DLD (N = 22; M age = 9.28, SD = 1.00) and controls (N = 22; M age = 9.82, SD = 1.09) were measured on written narratives in pre- and post-tests. Repeated measures analysis of variance was performed with test time (two levels: pre vs. post) as a within-subject factor and language group as a between-subject factor (two levels: children with DLD and control) on the micro and macro indices of written narratives. Results: Analysis of the written narratives revealed that the intervention had an impact on story grammar, story pattern, total T-units, use of mental state words, and conjunctions. Differences between language groups were observed in story pattern, mean length of T-unit, and causal density. Discussion: The results confirm the effectiveness of narrative intervention in enhancing the narrative skills of Chinese-speaking school-age children with and without DLD. Moreover, the results shed light on the core deficits experienced by Chinese-speaking school-age children with DLD.