Repeated Storybook Reading as an Instructional Method-Reference-Cited by-同舟云学术

Repeated Storybook Reading as an Instructional Method

Published:2000-11 Issue:2 Volume:36 Page:75-81
ISSN:1053-4512
Container-title:Intervention in School and Clinic
language:en
Short-container-title:Intervention in School and Clinic

Author:

Bellon Monica L.¹,Ogletree Billy T.²

Affiliation:

1. Communication disorders program at Western Carolina University,

2. Western Carolina University

Abstract

Repeated storybook reading interventions use storybooks as a context for presenting instructional strategies to promote language and literacy. This article discusses repeated storybook reading using adult scaffolding and phonological awareness strategies to facilitate oral and written language in children with language delays. The discussion is framed around common questions posed by educators considering repeated storybook reading as an instructional method.

Publisher

SAGE Publications

Subject

Clinical Psychology,Developmental and Educational Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/105345120003600202

Reference26 articles.

1. Preschool language disorders and subsequent language and academic difficulties

2. A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation

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