Scaffolded Narrative Analysis

Narratives, which include scripts, stories, and personal narratives play a significant role in helping children develop skills for understanding higher-level language forms and connecting with peers and adults (Nelson, 2010) The Scaffolded Narrative Method will be used to increase George’s ability to narrate. During this interactive teaching strategy, George will receive the level of support needed while working as independently as possible. “A student who is an independent writer can be in the same group with a student who requires help getting his or her ideas recorded” (Montgomery & Kahn, 2003). Scaffolded narratives are an adaptation of the self- regulatory strategy development utilized with struggling writer (Graham et al., 2000). In …show more content…
Recent investigations have shed light on prenatal and postnatal development of the brain on the acquisition reading, and writing. This theory supports the idea that both genetics and external activation of neural networks are responsible for strengthening some dendritic connections and pruning others (Nelson, 2010). This theory states that macrostructures such as Broca’s and Wernicke’s area, in the left perisylvia region, seem to play specialized dedicated roles in language processing (Nelson, 2010). The left hemisphere’s predisposition to learn language is supported by evidence allocating more processing space, even at birth, to the superior surface of the left lobe left to Heschel’s gyrus (the primary auditory reception area) (Nelson, 2010). In addition, functional neuroimaging studies of infants also have indicated a strong bias for speech processing to occur in the left perisylvia region (similar to that found for adults). Furthermore, the right hemisphere is equally responsible as the left, particularly for interpreting paralinguistic, gestural information and figurative meanings (Ratey, 2001). Evidence for left hemisphere contributions to spoken language are supported when speech and language functions are lost or impaired secondary to cerebrovascular accidents, brain jury, neurological impairment, etc. For instance, lesions in Broca’s area are associated with nonfluent aphasia characterized by jargon, nonsensical words, and phrases when attempting to speak. In addition, lesions in Wernicke’s area are associated with fluent aphasia, which is characterized by retained function words and fluent but empty-sound speech with loss of content words. Furthermore, a growing body of evidence emphasizes neurobiological differences in brains of people with language and literacy disabilities