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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.
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.