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Team Up with Timo: Stories For children developmentally in late preschool to second grade who need to work on story comprehension and other language skills. |
For Therapists :
Timo Stories is based on linguistic research and instructional techniques that have been clinically proven in effectiveness with children with autism, developmental delays and other special needs. The program allows work on multiple goals at once, with syntax, vocabulary and story telling embedded in a natural context.
Goals and Objectives
Timo Stories software program includes a clear set of Goals and Objectives that can be incorporated in to a child’s Individual Progress Report (IEP) and tracked through user progress reports.
Sample Goals and Objectives
|
Story Comprehension |
Narrative Sequencing Skills
Vocabulary in Linguistic Contexts Syntax and Grammatical skills |
Scaffolded Stories
Learning to retell stories is a central goal of Timo Stories. Many children with autism and impaired language skills may not have the necessary vocabulary, background information or processing skills to understand children’s books and early readers.
Stories in Timo were written as “scaffolded stories” with very explicit information and support that is often provided supplementally by adults to help children better understand stories.
Research Evidence for Timo Stories
| Component Instructional Context |
Research/Evidence
|
| Use of an animated tutor |
Bosseler, A. & D. W. Massaro (2003).
"Development and evaluation of a computer-animated tutor for vocabulary
and language learning in children with autism." J Autism Dev Disord 33(6):
653-72.
|
| Embedding language goals in the context of a story |
Swanson, L. A., (M. E.) Fey, M. E., et
al. (2005). "Use of narrative-based language intervention with children
who have specific language impairment." Am J Speech Lang Pathol 14(2):
131-43.
|
Vocabulary Learning
| Component Instructional Context |
Research/Evidence
|
| - Storybook reading |
Senechal, M. (1997). The differential
effect of storybook reading on preschoolers' acquisition of expressive
and receptive vocabulary. Journal of Child Language, 24(1), 123-138.
|
| -Explicit instruction of vocabulary: child is given information - Implicit instruction of vocabulary: child is exposed to words |
Robbins, C., & Ehri, L. C. (1994). Reading
storybooks to kindergartners helps them learn new vocabulary words. Journal
of Educational Psychology, 86 (1), 54-64 National Institute of Child Health
and Human Development. (2000). Report of the National Reading Panel. Teaching
children to read: an evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction. Retrieved
April 21, 2006 from http://www.nichd.nih.gov/publications/nrp/smallbook.htm
|
| -Teach words in clusters - Engage in word learning tasks that relate to definitions, associations, categorization, negative examples, solving problems -Repetition |
Nagy, W. (1988). Teaching vocabulary to improve reading comprehension. Urbana, IL: National Council for Teachers of English; and Newark, DE: International Reading Association
|
Improving Narrative Skills
| Component Instructional Context |
Research/Evidence
|
| Repeated listening/reading a story with adult scaffolding |
Belllon, M. & Ogletree, B. 2000. Focus
on autism and other developmental disabilities, 15 (1), 52-58.
|
| Comprehension aid: Providing “scaffolded” stories or stories with detailed and explicit information |
Sundbye, N. (1987). Text explicitness and inferential questioning: Effects on story understanding and recall. Reading Research Quarterly, 22, 82-98).
|
|
Repeated practice with re-telling a story
|
Morrow, L. M. (1985). Retelling stories: A strategy for improving young children’s comprehension, concept of story, structure, and oral language complexity. Elementary School Journal, 85(5), 647-664.
|
| Exposure to well formed text |
Westby, C. (1984) Development of narrative
language abilities, In G. Wallach and K. Butler(ed.)< Language learning
disabilities in school aged children 9pp.103-127)
|
| Use of scaffolding: leading questions |
Page, J. & Stewart, S. (1985). Story
grammar skills in school- age children. Topic in language disorders, 5
(2), 16-30.
|
Improving syntax skills
| Component Instructional Context |
Research/Evidence
|
| Children learned syntax constructions after repeated storybook reading |
Kaderavek, J. N., & Sulzby, E. (2000).
Issues in emergent literacy for children with language impairments. In
L. R. Watson, E. R. Crais, & T. L. Layton (Eds.), Handbook of early language
impairment in children (pp. 199-244). Albany, NY: Delmar – Thomson Learning.
|
Information
| Title (Click on title for Review) |
Publisher | Ages | Media | Price | |
| Team
Up With Timo: Stories Home Edition |
  |
5-9 Years |
WIN 98/2000/XP/ME & MAC OS 9.2 - OS10 |
$99.00
$89.99 |
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881-6001
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