ERIC Number: EJ1358993
Record Type: Journal
Publication Date: 2023-Jan
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: EISSN-1538-4810
Available Date: N/A
Supporting Children's Language and Literacy through Collaborative Shared Book Reading
Murphy, Kimberly A.; Pentimonti, Jill M.; Chow, Jason C.
Intervention in School and Clinic, v58 n3 p155-163 Jan 2023
Language and literacy skills are critical for academic success. Shared book reading is an evidence-based practice for improving a range of language and literacy skills in young children, including those with or at risk for learning disabilities. This article describes how teachers and speech-language pathologists (SLP) can collaborate to support young children's learning through shared book reading. An overview of shared book reading is presented, followed by a description of the collaboration, implementation of the shared book reading sessions, as well as instruction that can take place after the reading. By collaborating through shared book reading, teachers and SLPs can enhance their overall instructional quality to more effectively support the language and literacy needs of children with or at risk for learning disabilities.
Descriptors: Language Acquisition, Literacy Education, At Risk Persons, Learning Disabilities, Story Reading, Speech Language Pathology, Allied Health Personnel, Evidence Based Practice, Reading Aloud to Others, Teaching Methods, Cooperation, Educational Quality, Instructional Effectiveness, Emergent Literacy, Reading Material Selection, Questioning Techniques, Reading Comprehension, Young Children, Scaffolding (Teaching Technique), Vocabulary Development
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub-com.bibliotheek.ehb.be
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A