Social Literacy

The hustle and bustle of students in the hallway as they enter the classroom marks the start of a new school day. In addition to academics, students navigate numerous social interactions—giving personal space, joining conversations, and interpreting non-verbal cues. How do students manage these social skills, and where do they learn them? Research shows that 75% of students with language-based learning differences (LBLD) face social skill challenges that can interfere with learning (Kavale & Forness, 1995).

Many students with LBLD at Landmark Elementary•Middle School face challenges with social interactions, much like how they may struggle with literacy. Social skills, in fact, can be considered a form of literacy because both are foundational abilities that involve a series of steps and require ongoing practice. Just as literacy involves understanding words, sentences, and stories, social skills require recognizing social cues, understanding emotions, and practicing communication in different contexts. Both processes involve “decoding” information—whether it’s words on a page or non-verbal signals in a conversation—and then “encoding” responses, such as forming words or expressing feelings in socially appropriate ways.

In the same way that we develop literacy through reading, writing, and comprehension exercises, social skills are refined through conversations, role-playing, and real-world experiences. Both literacy and social skills are essential for navigating the world effectively. However, for students with LBLD, social skills can be particularly challenging. They may struggle to observe social cues, interpret others’ behavior, or learn from social experiences compared to their peers (Learning Disabilities Association of America, 2014). Conversations, for instance, require balancing non-verbal cues, vocabulary, tone, and information recall—all in real time.

Just as literacy is not innate, social skills also need to be explicitly taught, practiced, and developed through ongoing instruction.

The Creation of Making Social Stars!

In response to these challenges, we created the Making Social Stars! program in 2013 to help students with LBLD develop their social skills. This program combines research-based methodologies, including Social Thinking™, to engage students in learning through direct instruction, practice, repetition, and shared language in the school community (Garcia Winner, 2019). The social vocabulary used is adapted from Michelle Garcia Winner’s Social Thinking™ methodology (2019). Landmark’s Making Social Stars! program emphasizes social vocabulary and skills, focusing on areas like “reading the room,” “flexible thinking,” and “group plans.” It starts with explicit instruction and continues with regular practice throughout the school day. Research supports the effectiveness of direct social skills instruction for individuals with learning disabilities (Hill, 2021; Learning Disabilities Association of America, 2014).

Vocabulary and Instruction

Unlike other programs that may overwhelm students with too much language or written output, Landmark’s Making Social Stars! curriculum is tailored to the needs of dyslexic students, using a multi-sensory, simplified approach that reinforces learning through multiple senses (Landmark Outreach, 2017). The curriculum includes role-plays, team-building exercises, and games, allowing students to apply what they’ve learned in real-life scenarios. Teachers, trained in using this social vocabulary, explicitly teach the lessons each week and integrate them throughout the school day, reinforcing the social language in various contexts.

Results and Impact

With consistent program implementation, teachers have observed an increase in the students’ use of social vocabulary and a decrease in complex social situations requiring adult intervention. Hearing students confidently use their newly acquired vocabulary—such as asking, “What’s the group plan today?” or saying, “It’s no big deal, it’s only a glitch”—demonstrates the success of this approach. By equipping students with the social skills they need, Making Social Stars! empowers them to build stronger peer connections, boosting their confidence and success both socially and academically. These skills lay the foundation for lifelong growth and well-being.

References

Garcia Winner, M. Social Thinking. (2019). www.socialthinking.com.

Hill, M. (2022, January 7). 5 Ways Direct instruction will Empower your Dyslexic Students. Medium. https://medium.com/inspired-ideas-prek-12/5-ways-direct-instruction-will-empower-your-dyslexic-students-b996e495e59a  

Kavale, K. A., & Forness, S. R. (1995). Social skills deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 28(3), 121-127.

Landmark’s Six Teaching Principles. Landmark Outreach. (2017). https://www.landmarkoutreach.org/strategies/landmarks-six-teaching-principles-tm/ 

Learning Disabilities Association of America (2014). Social skills and learning disabilities. Learning Disabilities Association of America. https://ldaamerica.org/info/social-skills-and-learning-disabilities/