This brainy bit packs a whole lot of punch. It’s based on Teresa Ukrainetz’s response to articles by Alan Kamhi and Hugh Catts (see references below) in which they drive home the idea that reading comprehension is multi-faceted and that approaches to intervention should be tailored to the reader, the text (linguistic structure/content), and the…
Children with Specific Language Impairment seem to benefit more than typically developing children from meaningful gestures during vocabulary instruction
Channel your inner Madonna and vogue for this one. Why? Because of Susanne Vogt and Christina Kauschke’s work on hand gestures. Working off of previous studies, they wanted to investigate the use of attention grabbing gestures (pointing with the index to prompt a child to listen) versus gestures that are reflective of word meanings for…
Aesop’s fables are being used with teens to prompt complex language, critical thinking skills, and social perspective taking.
Time to chat about everyone’s favorite age group…. TEENS (insert sarcastic “ha”)! Marilyn Nippold and her entourage from the University of Oregon have been turning to Aesop and his beloved fables to gather diagnostic data on adolescent language use. They gathered up a group of 30 teens, presented them with four fables and prompted them…
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