Supporting Children's Language and Literacy through Collaborative Shared Book Reading

Autor/inn/en	Murphy, Kimberly A.; Pentimonti, Jill M.; Chow, Jason C.
Titel	Supporting Children's Language and Literacy through Collaborative Shared Book Reading
Quelle	In: Intervention in School and Clinic, 58 (2023) 3, S.155-163 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Kimberly A.) ORCID (Chow, Jason C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/10534512221081218
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Sprachaneignung; Spracherwerb; Risikogruppe; Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Co-operation; Kooperation; Quality of education; Bildungsqualität; Unterrichtserfolg; Frühleseunterricht; Befragungstechnik; Fragetechnik; Leseverstehen; Frühe Kindheit; Wortschatzarbeit
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. 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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01