Shared Storybook Reading

Vogler-Elias, Dawn

doi:10.1007/978-1-4419-1698-3_507

Cited by 4 publications

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“…Positive results for children with ASD in the areas of language and communication skills have been shown through the use of storybook reading (e.g., Bellon et al, 2000; Koppenhaver, Erickson, & Skotko, 2001; Vogler-Elias, 2009). Shared storybook reading promotes the growth of language and social participation, two core deficits for children with ASD, and with a few strategies, caregivers can implement this intervention at home (Koppenhaver & Erickson, 2003).…”

Section: Shared Storybook Reading With Children With Autismmentioning

confidence: 99%

Enhancing Interactions With Children With Autism Through Storybook Reading

Zimmer

2015

Young Exceptional Children

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Section: Shared Storybook Reading With Children With Autismmentioning

confidence: 99%

Enhancing Interactions With Children With Autism Through Storybook Reading

Zimmer

2015

Young Exceptional Children

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“…‘Shared book reading’ can be defined as a naturalistic and interactive routine in which an adult and child engage in dialogue and share joint attention on a book (Vogler-Elias, 2013). It is difficult to overstate the benefit of shared book reading interactions for children’s language acquisition and emergent literacy skills.…”

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confidence: 99%

Introduction to the special section on the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)

Marshall

2022

First Language

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Keywordsemergent literacy; early childhood; shared book reading; ELLECCT 'Shared book reading' can be defined as a naturalistic and interactive routine in which an adult and child engage in dialogue and share joint attention on a book (Vogler-Elias, 2013). It is difficult to overstate the benefit of shared book reading interactions for children's language acquisition and emergent literacy skills. Indeed, First Language has published many studies demonstrating the value of shared book reading in the home (Farrant & Zubrick, 2013;Korat et al., 2013; inter alia), and exploring the factors that influence parents' language during book reading interactions (including parents' gender: Duursma, 2016; the child's own language skills: Schick et al., 2017; book genre: Leech & Rowe, 2014; Nyhout & O'Neill, 2013 the location of new vocabulary on the page, Evans et al., 2011). Importantly, it is not just the book texts themselves that are relevant, but the myriad ways in which parents go beyond what is written on the page. Such 'extratextual talk' includes talking about particular words, recasting children's sentences, and making connections between the text and events in the child's own life.Research on the characteristics and benefits of shared book reading in the early childhood classroom lags behind research in the home. An obvious question is whether the richness of adult-child book sharing interactions can scale up when the adult is with a group of children or even a whole class, particularly given that children tend to be less engaged when involved with teacher-led group or whole-class

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Bilingual Students’ Meaning-Making Strategies When Exploring Wordless Picturebooks in Interactive Shared Reading

Lee

2023

Early Childhood Educ J

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Shared Storybook Reading

Cited by 4 publications

References 0 publications

Enhancing Interactions With Children With Autism Through Storybook Reading

Enhancing Interactions With Children With Autism Through Storybook Reading

Introduction to the special section on the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT)

Bilingual Students’ Meaning-Making Strategies When Exploring Wordless Picturebooks in Interactive Shared Reading

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