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.”

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Tech Tuesday/Summer Study Series: The Moral of the Story is…

June 27, 2022

Epic imageAs someone who loves themes and context, I was thrilled to find a particular study on assessment and intervention with FABLES to include as this entry in the 2022 Summer Study Series! This resource made me think back to last year’s discussion of using moral dilemmas in narrative language and social cognitive therapy activities. This post includes the advantage of having many adaptable materials to offer you! Specifically, we are talking about Philosophy for Adolescents: Using Fables to Support Critical Thinking and Advanced Language Skills (Nippold and Marr, 2022),  an extensive article describing the authors’ work in assessing and intervening in language and critical thinking skills through fables...

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Tech Tuesday/Summer Study Series: Narrative Meta-Analysis!

May 30, 2022

Article title artWith much of the USA wrapping up the 2021-22 school year, it’s time to embark on another summer study series. Naturally, each post will have a tech tie-in with a practical resource as well. First up, I was super excited to tell Maryellen and Sheila about a meta-analysis on narrative language interventions from October 2021 and have been eager to write about it here. A meta-analysis is considered among the highest levels of evidence and is a study of studies so to speak, applying criteria to include research on a topic and determining effect sizes of interventions. The study in question, Interventions Designed to Improve Narrative Language in School-Age Children: A Systematic Review With Meta-Analyses (Pico, Prahl, Biel, Peterson, Biel, Woods & Contesse) was published in ASHA’s Language, Speech and Hearing Services in Schools and is therefore available to all ASHA members, or ask your friendly SLP for a copy...

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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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