Successful participation in school requires students to solve complex problems daily. Evidence suggests that self-talk (also known as private speech or inner speech) can facilitate problem solving, as it mediates cognitive performance, executive functions, self-regulatory abilities, behavioral regulation, social interactions, and task execution. This presentation considers the origin and nature of self-talk as well as its relationship to performing complex cognitive-linguistic tasks. We offer guidelines for incorporating self-talk into strategic interventions for students with developmental language disorders that affect spoken and written language and school performance.
Learning Objectives:
Explain the relationship of self-talk to strategy learning and self-regulated spoken and written language performance
Demonstrate how self-talk is foundational to strategy teaching and learning
Design intervention using self-talk to mediate enhanced spoken and written language
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