American Journal of Speech-Language Pathology Vol.11 395-406 November 2002. doi:10.1044/1058-0360(2002/043)
© American Speech-Language-Hearing Association
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Shared Storybook Reading as an Intervention Context

Practices and Potential Pitfalls

Joan Kaderavek 1
Laura M. Justice 2
1 University of Toledo
2 University of Virginia

Joan.Kaderavek{at}utoledo.edu

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.

Key Words: book reading, clinical intervention, literacy, language disorders, preschool

Submitted on February 28, 2001
Accepted on January 4, 2002


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