Affiliation:
1. Utah State University, Logan
Abstract
Purpose:
This clinical focus article describes an intervention to improve comprehension, retention, and expression of the ideas and language of expository texts.
Sketch and Speak
intervention links written, graphic, and oral learning strategies through a triadic process of noting an idea simply with written or pictographic notes, then saying it fully, and saying it again. This simple routine engages transformational and retrieval cognitive processes involved in active learning and information retention. We consider the evidence base from the psychological and educational literature and report research evidence with younger students with language-related learning disabilities. We explain how to use
Sketch and Speak
with students in the secondary grades and suggest how to coach students toward independent, self-regulated use.
Conclusions:
Students in the secondary grades benefit from learning strategies that help them gain control over the ideas and language of informational texts.
Sketch and Speak
may be a helpful addition to the speech-language pathologist's repertoire for older students with language and learning difficulties.
Publisher
American Speech Language Hearing Association
Cited by
3 articles.
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