Unlocking Potential with Narrative Language and Research-Driven Programs

Language-based learning differences are some of the most challenging to address. Yet, it is a crucial area of focus for The Howard School.

Whether a child experiences dyslexia, dysgraphia, expressive or receptive language disorder or one of many other diagnoses, challenges with language get in the way of learning. And if you are an intelligent child grappling with one of these differences, it can be incredibly frustrating to have people underestimate your abilities just because you struggle with words.
 
That's why having nationally certified, classroom-based speech-language pathologists (SLP) is part of the tradition at The Howard School. Our SLPs work with students in class throughout the day. They also work with teachers to ensure every lesson is crafted and delivered in a way that maximizes student engagement.
 
We're also proud to support cutting-edge research to improve instruction for all children with language-based learning differences.
 
The Howard School collaborated on a project with Dr. Sandi Gillam, a professor at Utah State University and a leading researcher in narrative language development. The partnership demonstrates the power of integrating cutting-edge research into daily classroom practice. The results included significant gains in oral narrative skills and reading comprehension for our lower school students, as well as published results in an academic journal that will guide educators' efforts around the world.
 
Here's a closer look at the research and why narrative language matters more than you might think.

The Importance of Narrative Language

Narrative language is the skill of using language to tell stories. We all use narrative language to organize our thoughts, share experiences and make sense of the world. Storytelling is essential—not just for communication, but for understanding.
 
The Howard School has been focused on narrative language since its inception because it is crucial to our students' success.

Collaboration with Dr. Sandi Gillam

I first met Dr. Gillam when I attended a presentation she gave at an American Speech Hearing Association conference. She was sharing a tool for analyzing narrative samples quickly and accurately. Measuring progress in narrative language is important but very difficult to do, and I was fascinated by her work.
 
I spoke with her after the presentation, and she told me about a feasibility study she was working on. The study was related to a program called Supporting Knowledge in Language and Literacy, or SKILL, a framework for kids to understand and learn the important parts of a narrative story. Soon, we began exploring how The Howard School could be involved.

Our Joint Research 

Dr. Gillam's partnership with The Howard School had a dual focus. First, we piloted SKILL with our fourth and fifth graders over a 13-week intervention. Second, we explored how professional learning for teachers could lead to lasting changes in classroom practice.
 
Four classrooms participated in the study, two acting as experimental groups and two as controls. The classes in the experimental group followed the SKILL framework, and Dr. Gillam provided extensive professional development for our teachers and SLPs. Teachers in the experimental group recorded their lessons and reviewed them to look for ways to improve.
 
Here were the key results:

• Oral Narrative Growth: Students were more engaged with their work and significantly improved their storytelling, writing and comprehension skills. Pre- and post-intervention language samples revealed that students' ability to tell cohesive, detailed stories improved drastically.
• Reading Comprehension Gains: Even though the program didn't directly target reading, students in the experimental group nearly doubled their gains in comprehension compared to their peers in the control group.
• Stronger instruction. Teachers improved how they delivered narrative instruction.
   

A Commitment to Research-Based Learning

You can read the full results in the academic journal Topics in Language Disorders. Or, you can see it alive and well in The Howard School classrooms, where we're changing our students' stories every day.

The Howard School is a private K-12 school in Atlanta serving students with one or more of the following learning differences: dyslexia, dysgraphia, dyscalculia, expressive language disorder, receptive language disorder, auditory processing disorder, executive functioning challenges and attention deficit disorder.

To learn more about whether The Howard School is a good fit for your child, complete our inquiry form. Our team will reach out to connect with you and schedule a guided tour of campus.