Document Type

Article

Publication Date

3-2022

DOI

10.1177/10534512221081

Publication Title

Intervention in School and Clinic

Volume

53

Issue

3

Pages

1-24

Abstract

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. The aim of this paper is to describe how teachers and speech-language pathologists (SLPs) 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.

Rights

© The Author(s) 2022. This is the author(s) accepted version of the article. The final version was published as:

Murphy, K. A., Pentimonti, J. M., & Chow, P. (2023). Supporting children’s language and literacy through collaborative shared book reading. Intervention in School and Clinic, 58(3), 155–163. https://doi.org/10.1177/10534512221081218

ORCID

0000-0001-9515-2645 (Murphy)

Original Publication Citation

Murphy, K. A., Pentimenti, J. M., & Chow, J. C. (2022). Supporting children’s language and literacy though collaborative shared book reading [accepted version]. Intervention in School and Clinic, 1-24.

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