Sketch and Speak: An Oral, Written, and Graphic Expository Strategy Intervention for Secondary Students.
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...
| Publicado en: | Perspectives of the ASHA Special Interest Groups Vol. 6; no. 6; pp. 1357 - 1374 |
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| Autores principales: | , |
| Formato: | tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Dec2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=154248235&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 154248235 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2381473X KTSD jtl: Perspectives of the ASHA Special Interest Groups issn: 2381473X maglogo: N pubinfo: dt: Dec2021 vid: 6 iid: 6 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 154248235 154248235 154248235 10.1044/2021_PERSP-21-00052 154248235 ppf: 1357 ppct: 17 formats: fmt: @attributes: type: P tig: atl: Sketch and Speak: An Oral, Written, and Graphic Expository Strategy Intervention for Secondary Students. aug: au: Ukrainetz, Teresa A. Peterson, Amy K. affil: Utah State University, Logan sug: subj: Students, High School Learning Disorders Self Regulation Learning Methods Speech-Language Pathologists Readability Teaching Methods ab: 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. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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