Problems at the discourse level of language development are evident when students experience difficulties using language to think, communicate, and/or learn. Our goal is to give children – regardless of age, ability, race, socioeconomic status, or culture – the literacy skills, problem solving skills, and communicative competence to be successful in school and in life.

By providing professional development training and materials for teachers, parents and specialists, MindWing Concepts helps children:

  • improve literacy skills such as comprehension, speaking, writing, and critical thinking
  • “tell their story” (narrative), convey information (expository), interact (conversation)
  • recognize the emotions and motivations of others (social emotional learning)
  • take perspective
  • construct an argument
  • build empathy
  • resolve conflicts in life.

The Story Grammar Marker® Approach and related focus areas are designed to link language to literacy by targeting “discourse development” (conversation, narratives, and expository text) through use of engaging, hands-on, multi-sensory tools and colorful, distinctive icons.

Implementation of this Approach and instructional materials in the home, clinic, school, district, state, or at the national level supports children’s progress in essential academic, social, and personal areas. Ultimately, we want to help children become literate, confident, healthy, independent, empathetic, happy people in their homes, schools, their communities and workplaces, and in their interpersonal relationships.

In 2003, Carol Westby, Ph.D., CCC-SLP, did a review of the SGM® for Word of Mouth magazine; in it, she writes:

“Telling stories puts a tremendous load on working memory because students must engage in several activities simultaneously. When children tell a story, they must keep in mind the overall gist of the story they are telling while simultaneously organizing each utterance, linking the utterances together in a temporal/causal sequence, and making certain that all utterances link to the theme and overall organization of the story. The Story Grammar Marker® reduces the load on working memory by externalizing the global structure and sequence of components in stories. This allows students to concentrate on translating their ideas into words and sentences to convey the content of each element of the story. When using the SGM®, they do not have to keep in mind where they are in the story.”

New Products

Academic Conversations Bundle!
Academic Conversations Bundle! $ 139.95
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Story Grammar Marker Quick Start
Story Grammar Marker® Quick Start + FREE SGM Digital Icons $ 99.95
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Braidy Quick Start, Manual/Poster
Braidy the StoryBraid® Quick Start + FREE Braidy Digital Icons $ 89.95
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ThemeMaker™ Quick Start
ThemeMaker® Quick Start + FREE ThemeMaker Digital Icons $ 78.85
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YouCue Feelings Deluxe Set image
YouCue Feelings w/ SGM®’s Critical Thinking Triangle® in Action! Deluxe Set $ 79.95
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Complete Set Icon Downloads
Universal MindWing Digital Icons: Complete Set $ 19.95
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Oral Discourse Strategies Kit image
Oral Discourse Strategies Kit $ 174.95
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Hybrid Implementation Bundle image
SGM® Hybrid Implementation Kit $ 309.70 $ 358.55
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MindWing Concepts Blog

See Also “Maryellen’s Musings” Blog


Tech Tuesday: Choose Your Own Prob-Narra-Ventures

December 20, 2021

Test-Taking imageWe’ve spoken in this space before (blog link) about the links between narrative language and problem solving that can be scaffolded through the use of Story Grammar Marker® and its relevant icons, particularly the digital kit. Moveable icons are very useful in guiding thinking and discussion when bringing students back to a relevant detail (or story element) that they may not have been considering. See also the work of Westby and Noel (2014) on the connections between story and problem solving. Recently I have been working with several students on test-taking skills and strategies, a process in which it is helpful to address the thought processes, self-talk, as well as social cognition and self-regulation that underlie this situation...

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Tech Tuesday: Finding the “Story” in Cooperative Games

November 30, 2021

In a little deviation from what might be considered “high” tech this month, I’ve recently been thinking a lot about the role of play in language Play on Word presentation lead pageinterventions. Play is closely connected to narrative, as we often use story components to structure our play. I recently presented at ASHA Convention providing a “Play on Words” (click here for the handouts), and discussed a variety of playful contexts that can be used to target language (including narrative) and social learning. In particular, cooperative games with a shared goal and no real “winner”— except the group—can be used to target many communication skills...

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HASKINS LABORATORIES at YALE UNIVERSITY used Braidy the StoryBraid® for the comprehension and expression module of a 4-year, US Office of Education Developmental Study on early literacy acquisition: “Students made an average of 1 year’s growth in reading skills after 45 hours of RtI instruction.” See Evidence-Based Research

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MindWing Concepts, Inc. is the owner of U.S. Patent 5,658,150 and Pending Application Number 29/284061. ALL RIGHTS RESERVED

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MindWing Concepts Icons are Protected Under "Portfolio of MindWing Images" U.S. Copyright Office Registration Number VAu 1-300-209

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