Shared Storybook Reading as an Intervention Context Practices and Potential Pitfalls Research Article
Research Article  |   November 01, 2002
Shared Storybook Reading as an Intervention Context
 
Author Affiliations & Notes
  • Joan Kaderavek
    University of Toledo
  • Laura M. Justice
    University of Virginia
  • Contact author: Joan Kaderavek, Department of Public Health and Rehabilitative Services, Mail Stop 119, University of Toledo, Toledo, OH, 43606. E-mail: Joan.Kaderavek@utoledo.edu
Article Information
Development / School-Based Settings / Normal Language Processing / Language Disorders / Research Articles
Research Article   |   November 01, 2002
Shared Storybook Reading as an Intervention Context
American Journal of Speech-Language Pathology, November 2002, Vol. 11, 395-406. doi:10.1044/1058-0360(2002/043)
History: Received February 28, 2001 , Accepted January 4, 2002
 
American Journal of Speech-Language Pathology, November 2002, Vol. 11, 395-406. doi:10.1044/1058-0360(2002/043)
History: Received February 28, 2001; Accepted January 4, 2002
Web of Science® Times Cited: 42

Speech-language pathologists are increasingly using shared storybook reading as a context for providing language intervention to young children. This trend has also been observed in recent applied studies on intervention approaches. There are, however, potential pitfalls in using the shared book-reading context for intervention purposes. This article serves three purposes: (a) to describe how the use of shared book reading in clinical practice and research activities reflects contemporary trends in speech-language pathology, (b) to discuss potential pitfalls that may be associated with the use of storybook reading as an intervention context, and (c) to present recommendations for avoiding such pitfalls.

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