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NarrativeExpository Peer InteractionReadingWritingPre-SchoolEarly ElementaryUpper ElementaryMiddle/High SchoolTechnologyParent and Professional Information
Artificial Intelligence (AI) has entered a new phase with the recent arrival of generative AI, which can be used to create content rather than just sort existing data. This has resulted in the release of tools such as ChatGPT, which is simple to use and query for all kinds of language content. Just log in with your Google account and you are good to go! Of course, with ChatGPT able to generate any kind of information and write in a wide variety of styles, there are concerns about its use as a workaround for schoolwork. Teachers do have tools to detect AI writing, and a specific SLP’s take is that this kind of AI clears the way for us to work on higher level skills. For now, it’s a good tool to explore. Consider the ways that ChatGPT specifically could be used to generate stories using specific Characters, Settings or Kick-Offs in order to emphasize story elements with Story Grammar Marker®. It also can be used to create text that corresponds to various expository text structures such as List, Sequence, and Description and thereby be used with ThemeMaker®’s Information structures and Maps...
Among the tech resources that can be helpful in narrative intervention are those that let you make your own story. Content creation apps and websites, often called “digital storytelling” tools (search Pinterest for many examples in this genre), provide great contexts for speech, language and literacy skill development for their ability to visualize story elements in cartoons or images. Digital storytelling tools can be employed in parallel with Story Grammar Marker® manipulatives, icons, and maps in a variety of ways: You make it: Create a product that you can “unpack” the story elements of with students, with SGM® playing a key scaffolding role, of course. We make it: Co-create with students by allowing them to make choices to construct a story, with you handling parts or all of the actual tapping or clicking to move things along. They make it: Often facilitated with you providing a model...
We have previously discussed in this blog the importance of the “GIVE A STORY TO GET A STORY” technique. Described by Hadley (1998) in her wonderful article on naturalistic language sampling, and linked to other resources, conversational mapping involves providing a story about your own life which can help elicit the same from your students. This technique provides a great model and also a pragmatic context for narrative intervention, no matter the “size” of your story. Recently, I had a rather big story to share with my students. After many years of trying, I made it through the audition process to compete on Jeopardy!...
MindWing’s Digital Icons were first created in the wake of the Covid-19 emergency in order to offer access to tech-based material creation while many professionals were struggling to implement teletherapy as best we could. As you may know, the icon sets offer easy copying and pasting of the icons (including Story Grammar Marker®, Braidy the StoryBraid® and Thememaker®) into various “blank slate” resources. This allows us to use word processors (Google Docs/MS Word), presentation tools (Google Slides/PowerPoint) or whiteboard software (Smart Notebook) as powerful narrative and expository teaching tools.
In celebration of the New Year, we want to focus on a message of “hope,” so we have chosen a selection of children's literature called The Rabbit Listened, by Cori Doerrfeld, for use with the Story Grammar Marker® or Braidy the StoryBraid® in school, for remote learning, or at home! In this Blog post, we will share an analysis of story elements and narrative structure using Story Grammar Marker® icons, a discussion of the message and metaphoric meaning, as well as activities with FREE downloads (found toward end of post)...
We look at an exciting piece of research from last summer (July/August 2019), Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial* (full article available at link). In this article, Joffe, Rixton and Hulme describe a randomized controlled trial (RCT) involving both narrative and vocabulary intervention for secondary students in the UK. It is notable because RCTs in language intervention are relatively rare, and considered a high level of evidence. ASHA, on a scale of evidence quality, rates “well designed randomized controlled trials” as level 1b, 2nd on a 6-point scale of evidence; these are research studies in which intervention groups are compared to a control group in which no intervention was provided. Additionally, interventions for adolescents with persistent language problems are less researched, so this study is an important one!...
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