Embedding Naturalistic Communication Teaching Strategies During Shared Interactive Book Reading for Preschoolers with Developmental Delays: A Guide for Caregivers

Yusuf Akemoglu, Hedda Meadan, Jacqueline Towson

Research output: Contribution to journalArticlepeer-review

Abstract

Shared interactive book reading (SIBR) is a broad term used to describe the act of adults reading aloud to children, while encouraging interaction by asking questions and engaging in a discussion about the book. SIBR can be used to embed naturalistic communication teaching strategies, creating learning opportunities to promote a child’s language and communication skills. This article presents practical information on how caregivers can use naturalistic communication teaching strategies during SIBR with their child with developmental delays or disabilities (DD). The intended audiences are caregivers (e.g., parents, grandparents) and practitioners (e.g., classroom teachers, speech-language pathologists, reading specialists) who work with caregivers of children with DD. We explain the importance of early communication skills, naturalistic communication teaching strategies, and SIBR, and describe how to embed naturalistic communication teaching strategies within SIBR. Through a vignette we illustrate how caregivers can implement the techniques and strategies and how practitioners can support caregivers’ implementation.

Original languageEnglish (US)
Pages (from-to)759-766
Number of pages8
JournalEarly Childhood Education Journal
Volume48
Issue number6
DOIs
StatePublished - Nov 1 2020

Keywords

  • Caregivers
  • Developmental delays
  • Disability
  • Naturalistic teaching
  • Shared reading

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Embedding Naturalistic Communication Teaching Strategies During Shared Interactive Book Reading for Preschoolers with Developmental Delays: A Guide for Caregivers'. Together they form a unique fingerprint.

Cite this