Expository text is the language of school. As students move into middle and high school, they are expected to identify main ideas, summarize informational text, and communicate complex concepts. For many neurodivergent adolescents, these tasks can be challenging, not because of intellectual ability, but because of gaps in the foundational language skills needed to connect ideas and construct meaning. In this course, Kary Mirasola, MS, CCC-SLP, explores the language processes involved in main idea comprehension and expository discourse.
Drawing on established research in text comprehension, summarization, adolescent language development, and contextualized intervention, participants will explore how students make meaning from informational text and identify where comprehension and expression may break down.
The course introduces dynamic assessment using a test-teach-retest approach to identify students' language strengths, areas of need, and responsiveness to instruction. Participants will learn how to use these findings to guide intervention, build foundational language skills, and provide individualized support for higher-level language tasks.
Through case examples and demonstrations, participants will explore evidence-aligned strategies, including visual organizers, explicit instruction in identifying main ideas and summarizing, oral rehearsal, and metacognitive self-monitoring. Participants will leave with practical strategies and at least one ready-to-use therapy material to support main idea comprehension and expository discourse in neurodivergent adolescents.
Drawing on established research in text comprehension, summarization, adolescent language development, and contextualized intervention, participants will explore how students make meaning from informational text and identify where comprehension and expression may break down.
The course introduces dynamic assessment using a test-teach-retest approach to identify students' language strengths, areas of need, and responsiveness to instruction. Participants will learn how to use these findings to guide intervention, build foundational language skills, and provide individualized support for higher-level language tasks.
Through case examples and demonstrations, participants will explore evidence-aligned strategies, including visual organizers, explicit instruction in identifying main ideas and summarizing, oral rehearsal, and metacognitive self-monitoring. Participants will leave with practical strategies and at least one ready-to-use therapy material to support main idea comprehension and expository discourse in neurodivergent adolescents.
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