Research  |   November 2002
Shared Storybook Reading as an Intervention Context
Author Notes
Development / Speech, Voice & Prosodic Disorders / Language Disorders
Research   |   November 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: Accepted 04 Jan 2002 , Received 28 Feb 2001
American Journal of Speech-Language Pathology November 2002, Vol.11, 395-406. doi:10.1044/1058-0360(2002/043)
History: Accepted 04 Jan 2002 , Received 28 Feb 2001

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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