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Learners read short sentences about what a person is doing and use clues from the actions to figure out where the story is taking place. The goal is to build contextual reasoning and relational framing skills by connecting behaviour to its typical setting.
In this task, the learner listens to or reads short sentences about where things are (like “The ball is on the table”). They are asked questions like “Where is the ball?” and “What is on the table?” to show they understand how two things are related by location. The goal is to help learners understand simple spatial relationships and say them both ways — forwards and backwards — using words like on, in, under, beside, and near.
Story Logic: When This, Then That is a structured reasoning task where the learner reads short stories containing two contrasting “if–then” rules (e.g., If Ben eats his vegetables, he gets dessert. If he doesn’t, he waits.). Each story ends with a factual statement that sets the condition (e.g., Ben did not eat his vegetables.), followed by multiple questions that assess the learner’s understanding of the rule relationships. Questions such as “What happens if Ben eats his vegetables?” or “When does Ben have to wait?” require the learner to apply, reverse, and generalize conditional logic. This task supports the development of contextual control, relational flexibility, and rule-governed behaviour.
Learners read a short story and identify the key elements — who the story is about, what they are doing, where it happens, and when it happens. This builds understanding of event structure and relational framing across people, actions, places, and time.
Learners read short stories that each include a person, a place, and an action. After each story, they answer simple questions about who the story is about, where it takes place, and what the person is doing.
In this task, the learner reads short stories describing the spatial relationships between familiar objects (e.g., “A cookie is on the plate. A glass of milk is beside the cookie.”). The learner practices identifying and combining these relationships to describe how all the objects relate to one another. For example, if the cookie is on the plate and the milk is beside the cookie, the learner may infer that the plate is under the cookie and beside the milk. This activity targets combinatorial entailment using common prepositions such as on, under, beside, in, near, and behind. The goal is to help the learner integrate multiple spatial relations to form new, untrained connections and strengthen flexible relational reasoning.
In this task, the learner practices understanding and reversing simple if–then causal relationships. Each story presents a short conditional statement (e.g., “If you press a button, then the light turns on.”). The learner answers reciprocal questions to show mutual entailment, such as: What happens if you press a button? → The light turns on. How do you turn the light on? → Press the button. This activity strengthens the learner’s ability to derive bidirectional (mutual) relations between everyday actions and their outcomes, helping develop flexible reasoning about cause and effect.
In this task, the learner explores richly detailed short stories to practice flexible questioning and inference. Each story includes people, actions, places, times, and descriptive details that allow for a variety of wh- and relational questions. The instructor or program may ask any combination of questions such as: Who is in the story? What is the person doing? Where are they? When is it happening? How are they doing it? Where is (object)? / What’s behind / beside / near (object)? The goal is to build the learner’s ability to generate and respond to flexible inferential and spatial relations across multiple cues—promoting deeper comprehension, contextual reasoning, and language expansion.
This task helps learners build fluent recognition of the Children’s Picture Book (CPB) 1000 Sight Words—a research-based collection of the most frequent words found in modern children’s literature. The purpose is to strengthen each learner’s ability to automatically recognize high-utility words that commonly appear in texts they read every day. Learners are introduced to words in order of frequency, beginning with those most essential for early reading success. Instruction highlights both decodable words, where learners can apply phonics knowledge, and irregular “heart words”, where certain letters must be learned by sight. Through repeated exposure, guided practice, and reading in context, learners gradually move from effortful decoding to fluent recognition.
Learners read short, concrete stories that include one clear event and one clear cause. After each story, they answer two questions: “What happened?” (identify the effect) and “Why did it happen?” (identify the cause given in the story). This task builds early causal reasoning, supports reading comprehension, and teaches learners to link actions and outcomes using simple, observable events.