People learn best from others, so we thought you’d like to hear from others who have used and support the SGM® Approach to teach reading comprehension and critical thinking.
“Scientists have long known that human beings are storytelling creatures. For centuries, we have told stories to transmit information, share histories, and teach important lessons. While stories often have a profound effect on us due to emotional content, recent research also shows that our brains are actually hard-wired to seek out a coherent narrative structure in the stories we hear and tell. This structure helps us absorb the information in a story, and connect it with our own experiences in the world.” Scientific Learning. (2012, June 14). Using Stories to Teach: How Narrative Structure Helps Students Learn [Blog post]. Retrieved from http://34.211.105.222/blog/using-stories-teach-how-narrative-structure-helps-students-learn
12 Lessons to Begin Using the Story Grammar Marker®
Tool Tuesday: Summer Study Series Part 4—“A Recent Look at Evidence-Based Expository Intervention”
In this 4th and final entry in the Summer Study Series for 2024, we will circle back to the expository side of language. Teresa Ukrainetz has always been one of my go-to experts on a number of aspects of discourse, and literally wrote the book on “Conceptualized Language Intervention.” It was with some excitement that I discovered her recent article, “Evidence-Based Expository Intervention: A Tutorial for Speech-Language Pathologists” (2024).
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Tool Tuesday: Summer Study Series Part 3—Considering Narrative and Neurodiversity
With this 3rd entry in 2024’s Summer Study Series, we look at a recent article that promotes neurodiversity-affirming approaches and how narrative language intervention fits within this recent topic. To offer a simplification, the neurodiversity movement has emerged in recent years as autistic individuals aged toward adulthood. Social media in particular has given autistic culture an amplified voice, and this population has expressed opinions about their educational experiences and what has been helpful, and in some cases, harmful to them...
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Tool Tuesday: Summer Study Series Part 2— “Ideas on Scaffolding Play through Narratives”
This month we will look at a study using play contexts to build narrative language. It’s notable that since the publication of this 2020 study, “Believing in Make‐Believe: Efficacy of a Pretend Play Intervention for School‐Aged Children with High‐Functioning Autism Spectrum Disorder,” there have been some significant shifts in our field’s focus towards neurodiversity-affirming language and approaches. For example, we should avoid stigmatizing labels such as “high-functioning”...
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Tool Tuesday: Summer Study Series Part 1— “Translating MindWing’s Approaches to Older Students”
I have often reflected that MindWing’s approaches have equipped me with invaluable tools when working with younger populations, but also older clients. While still focused on pediatrics, I often have an adult or two on my caseload who presents with language comprehension or expression difficulties...
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