{"id":68,"date":"2025-08-12T11:22:34","date_gmt":"2025-08-12T17:22:34","guid":{"rendered":"https:\/\/vmx.erb.mybluehost.me\/why-and-how-i-started-using-short-stories-in-therapy\/"},"modified":"2025-08-17T15:39:18","modified_gmt":"2025-08-17T21:39:18","slug":"short-stories-in-therapy","status":"publish","type":"post","link":"https:\/\/mrsspeechonline.com\/staging\/2315\/short-stories-in-therapy\/","title":{"rendered":"Why, and How, I Started Using Short Stories in Therapy"},"content":{"rendered":"\n

Books in Therapy?<\/h2>\n\n\n
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The initial skepticism about integrating books into therapy sessions.<\/figcaption><\/figure>\n<\/div>\n\n\n

So a few years ago I started hearing raves in continuing education about how many targets you could reach from reading a picture book or short story in speech therapy.  And I thought, “yeah, but you’d only  maybe get one or two practices out of each book for most of those language goals.  Drilling is far superior.”  Plus…it would take a whole session to read a book.  You wouldn’t have time for anything else.<\/p>\n\n\n\n

I kept on with my drilling.  And my students made progress on their little goal chart.  Good progress.  And sure, sometimes teachers would say, “but they can’t do it in my room,” And I’d say, “well, that’s because I’m working on a discrete skill, to make sure they have the ability.  Now we have to broaden it to a longer text.”<\/p>\n\n\n\n

Literacy Units – Language in Context<\/h2>\n\n\n
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Visualizing the possibilities for language and thought processing in teletherapy.<\/figcaption><\/figure>\n<\/div>\n\n\n

But I started hearing more and more about using literature as an SLP.  I started taking these continuing ed classes that were talking about using a picture book as the anchor for a month of therapy. And it was like there was an actual lightbulb in my head.  “You mean we can use the SAME book for a whole MONTH?!!”  Now THAT, that seemed workable.  In fact, that seemed downright awesome.<\/p>\n\n\n\n

Because – context. While my drills were great, and they reinforced the skill, they were like practicing a sound in isolation, and would only take a student so far.  And honestly…sooooo boring. So going over a fun picture book for a month, that sounded like just the thing.<\/p>\n\n\n\n

Pick the “Just Right” Story<\/h2>\n\n\n\n

But I was in a middle school setting now.  And sure, there are picture books that are higher language that would fit the bill for middle school. But it was October.  And now your head is probably going straight where mine went.  How could I not introduce my middle schoolers to “The Tell-Tale Heart”? (OK, it was a draw between that and “Ichabod Crane” but they rolled their eyes and said they read that every Halloween).<\/p>\n\n\n\n

Well, first, let me tell you: success hinges on finding the “just right” version.  The middle-schoolers who you see for language are probably not going to do well with the original version of the story.  But you don’t want a version too watered down either, or you lose so much of the lovely language-teaching opportunities.  Another key: do not have the students read the first time.<\/i>  It seems like a good idea, but if you are reading for meaning, you want an advanced reader who has read the story at least once to read it aloud for the group.<\/p>\n\n\n\n

Decide the Order of Teaching<\/h2>\n\n\n
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Deciding on the best approach for teaching short stories in therapy.<\/figcaption><\/figure>\n<\/div>\n\n\n

And then…do you pre-teach every vocabulary word and turn of phrase, or do you do a read-through first, then go back over it?  Or, maybe watch a video that had most of the text first, that gives meaning to words they don’t know?  I did a little of everything that first time, each group a little different.  I think it was best when I gave a little minilesson first, then we watched the video, which I would pause every so often to allow them to predict or make sure they knew the big picture of what was happening.  Then we went back, closely, over the text.  This may differ depending on the text you read, too.<\/p>\n\n\n\n

Language Skills Galore!<\/h2>\n\n\n\n

I didn’t spend a month on “The Tell-Tale Heart.”  We spent two, maybe three 30 minute sessions.  Partially because I still have a hard time reconciling my old drill mindset.  But I also only have two in my groups (don’t hate me – it’s a rule for teletherapy where I am).  I also was winging it in large part.  If I had been thoroughly prepared, I would have had more and better questions.  <\/p>\n\n\n\n

I’m writing my questions down and keeping documents so next year, I will be better prepared.  If you are interested, you can find my completed guides in my TPT store, Mrs. Speech<\/a>.  They contain questions addressing context clues, figurative language, sentence writing, predictions, inferences, story craft, story arcs, prefixes and suffixes and other language and literacy skills.<\/p>\n\n\n\n

Appreciation of Literature<\/h2>\n\n\n
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The transformative power of engaging students with literature.<\/figcaption><\/figure>\n<\/div>\n\n\n

But the engagement of the kids!!  They LOVED it!  So much that I went out and hunted down short stories in a number of genres, based on what they requested, and found so many lovely stories!  <\/p>\n\n\n\n

They are requesting stories now – and they remember exactly where we were in the story from one week to the next.  They ask for more from the same author (yes, they are asking for stories).  And most of these stories I am using are at least 50 years old, some, like Poe, are in public domain.<\/p>\n\n\n\n

And I love that I am fostering a love for literature.  Even though when I ask, they say they wouldn’t read the longer version, LOL, they still are listening and responding to these stories with enthusiasm and asking for more.  Which is far more than my drill cards ever got!<\/p>\n\n\n\n

Want to see what stories I’ve been using in my therapy sessions?  Find my FREE list on TPT<\/a>!<\/p>\n\n\n\n

Check out more on short stories in therapy with my other articles:<\/p>\n\n\n\n