Is Shared Storybook Reading Evidence Based?

What is shared storybook reading? It is when an adult reads to children and stops to engage them in a discussion about the book. Many of us love storybooks and use them as a means of speech and language intervention. In this day and age of evidence-based practices, we may ask ourselves whether or not this intervention is evidence based. Interactive storybook reading has been shown to produce significant gains in oral language development. Several researchers in the field of reading and speech and language have explored this issue. 

BASIC COMPONENTS OF STORYBOOK READING

Storybook Preview

• increases expressive and receptive language in the context of literature
• content of the book is explored by using a picture walk---looking at and talking about the pictures
• builds vocabulary
• connections to real life

Read Aloud

• targets the development of print, vocabulary, and oral language
• children can choose their favorite page

Story Celebration

• follow up activities extend children’s learning
• activities should be motivating, relate to the meaning of the book, and have meaning to the children
• connecting the meaning of the book to children’s own experiences, as well as to new experiences

                            

SKILLS EMBEDDED IN LITERACY-BASED ACTIVITIES

Oral Language Development

• hearing sophisticated comments provide good language models
• use of open ended questions allow for multiple responses and connections to story content
• children learn to expand their explanations                                 

Comprehension Development

• questions asked before reading help children predict what they think the story will be about
• open-ended questions connect the reader to the text
• text to text questions during reading encourage children to think about and process the meaning of what is being read to them
• after-reading questions cause children to reflect on what they just heard

Vocabulary 

• words can be taught explicitly through pointing and labeling
• picture cards and prompts help students discuss their understanding
• saying the words helps establish a phonological representation
• child-friendly definitions can be provided
• definitions related to how the words are used in the story can be related to real world examples of how to use the words outside the story

Phonological Awareness

• attention can be drawn to rhyming words
• the last words of a sentence can be left off enabling the children to provide a rhyming word
• word syllables and words in a sentence can be “clapped”

Book and Print Conventions

• how to hold a book
• turning pages left to right
• identifying a title
• differentiating between words and pictures

Concept of Letter and Word

• tracking print from left to right 
• placing fingers under each word as it is read

Alphabet Knowledge

• targeting specific letters of the alphabet before, during or after shared storybook reading
• specific letters on a page can be identified

CHILDREN WITH DEVELOPMENTAL DELAYS

A large number of children with developmental disabilities do not care for book reading activities. Since it is a language-based activity and the communication demands are high, those children with impaired speech and language may not find this an engaging activity. To increase interest, we need to create engaging activities to go along with the storybook readings. (Justice & Kaderavek, 2002). 

How can we increase the appeal of storybook reading to young children with developmental delays? 

• ensure that both the adult and the children interact with the book
• increase children’s level of control
• lift-the-flap books
• slot books
• predictable books
• select books with few words per page
• large print
• repeated use of words
• print embedded in the illustrations
• talk about print

Considerations when reading to children with developmental disabilities (Justice & Kaderavek, 2002).

• If the language demands of the story appear too difficult, modify the interaction to match the child’s interests and skills.
• Embedded print encourages children to engage with written language.
• Children add considerable knowledge about language from birth to age 6.

Specific practices and components have been associated with improved achievement from shared storybook reading.

Dialogic reading, (Whitehurst, Grover J., 1994) a method for shared storybook  reading, highlights a powerful approach to helping children talk more and give detailed descriptions. This happens by

• prompting children to say something about the book
• asking questions throughout the story
• expanding child utterances
• asking open-ended questions

THE BOTTOM LINE--IS THIS APPROACH EFFECTIVE?

Senechal (1997) studied the effects of repeated storybook readings to 3 and 4-year olds. She found that:

• increased exposure to storybook reading enhanced receptive and expressive vocabulary skills
• active responding during repeated readings increased expressive vocabulary more than receptive vocabulary
• children made more gains in vocabulary after three readings of a book than after a single reading
• children were able to extract clues from the text and the pictures
• inferred meaning increased
• asking labeling questions increased use of expressive vocabulary

Kathy

REFERENCES

Beauchat, K.A., Blamey, K.L., & Walpole, S., (2009) Building Preschool Children’s Language and Literacy One Storybook at a Time. The Reading Teacher, 63(2), pp. 26-39.

Howard, J., & McCathren, R.B., (2003), Developing Emergent Literacy Skills Through Storybook Reading, Intervention in School and Clinic, 39(2). pp. 72-79

Justice, L.M., & Kaderavek, J., (2002), Using Shared Storybook Reading to Promote Emergent Literacy, Teaching Exceptional Children, 34(4), pp. 8-13.

Senechal, M., (1997),The Differential Effect of Storybook Reading on Preschoolers’ Acquisition of Expressive and Receptive Language; Journal of Child Language, 24, pp. 123-138.

Whitehurst, Grover J., Dialogic Reading: An Effective Way to Read to Preschoolers; http://www.readingrockets.org/article/400/

Whitehurst, Grover J., Arnold, David S., Epstein, Jeffery N., Angell, Andrea L., Smith, Meagan; & Fischel, Janet E., (1994) A picture book reading intervention in day care and home for children from low-income families; Developmental Psychology, Vol 30(5), pp. 679-68.

Writing Observations in Early Childhood Settings

Many of us who work in early childhood do observations and collect information on what we see children doing during their school time or in their homes. It is crucial that we make objective observations.  An objective observation is an observation made with no prior bias, based solely on fact. Personal opinions are not a part of a true objective observation. Analyzing information from fact based date allows us to accurately assess children’s levels of performance, track their progress, and plan appropriate activities to assure that they are acquiring the skills they need to be successful learners when they enter school-age programs.

Writing objective observations is easier said than done and it takes practice. Here are some guidelines and tips about the do’s and don’ts of writing observational notes.

INCLUDE:

•     Description of actions

"Matthew rode a trike across the school yard. He used both feet to peddle it."  

•     Quotations

"While playing in the house area, Shawna asked her friend, ‘Do you want me to pour some milk for your baby?’"

•     Description of gestures

"Grant walked to the kitchen, patted the refrigerator door, and looked toward his mother. When she did not respond, he said ‘Mama’."

•     Description of facial expression

"During snack time, when Jayden took a drink of lemonade from his cup, he squinted his eyes and puckered his mouth."

•     Description of creations

"Saige used markers and crayons to draw circles and squares on a large sheet of paper. After she put dots of glue on the paper in the middle of the shapes, she placed green pompoms on each glue dot." 

AVOID:

•     Labels 

"Jordan hid her face and stayed behind her mother when she came into the classroom. rather than "Jordan was shy when she came into the classroom."    

 "When she arrived at school Mia went to the quiet area and sat criss-cross applesauce with her back to the class." rather than "Mia was in a bad mood this morning when she got to school."  

 "Stanley used both wooden and colored plastic blocks to build a bridge in the block area." rather than "Stanley is very creative when he is in the block area."

•     Intentions

"Carter took a truck from a friend who was playing beside him." rather than  "Carter grabbed the truck from another child because he always wants all the trucks for himself."    

  "Olivia joined other girls in the book area and looked at a pop-up book." rather than "Olivia went to the book area because she wanted to be with the girls." 

•     Evaluations  

 "At snack time Daniel was the snack helper and gave a napkin to each one of the other children at  his table." rather than "Daniel did a really good job handing out the napkins at snack time."    

 "At snack time Isaac said to the teacher ‘Me want more cookie.’"  rather than  "Isaac talked baby talk at snack time."

•     Judgement

"Bree spilled some of her juice while pouring it into her cup." rather than  "Bree was very sloppy at lunch time today."

 "At clean up time Todd put all the blocks on the shelf on top of the matching picture labels." rather than "Todd always put the toys back on the shelf neatly." 

•     Negatives

"When she put her shoes on, Lauren began to cross the laces as she tried to start tying her shoes."  rather than  "Lauren can’t tie her shoes yet."

 "At the end of recess Cassidy held the teacher’s hand to go to line up with the other kids when they were ready to go inside." rather than "Cassidy wouldn’t line up with the other students when it was time to come in from recess."

REMEMBER:

•     Stay neutral
•     Avoid favoritism
•     Don’t make assumptions
•     Focus on the skill that the child is developing and what it looks like

Kathy

Phonemic Awareness Activities Can Be Fun

So many children on our caseloads today need to develop phonemic awareness skills. Among the skills that children develop when learning to read are: 

•     determining the number of syllables in a word
•     blending syllables
•     recognizing rhyme
•     generating rhymes
•     stating onset rimes

Presenting activities that are fun, interesting, and instill the desire to learn can be a challenge.

Jennifer Shamberger from Speech Universe. has created a delightful set of phonemic awareness activities to accompany the book There Was an Old Lady Who Swallowed Some Books by Lucille Colandro. The Little Old Lady books are wildly popular with children. Linking phonemic awareness activities with the vocabulary from the story provides rich, literacy-based intervention.

And now onto the activities

    

•  How Many Syllables
Students clap and use dot markers to mark the number of syllables in words
       said by the teacher/therapist. This provides a motor component to the activity 
       and provides print on a worksheet for the student to have a visual match to 
       the word heard.

•     Blending Syllables   
Children chooses a card. After the teacher/therapist reads the syllables, he 
         student says the word then moves a token ahead on a game board the
         number of spaces written on the card.

•  Recognizing Rhyme
A card is chosen and the two words are read to the student who determines  
       whether they rhyme or not. The card is then placed on either a “Rhymes” mat 
       or a “Does Not Rhyme” mat. 

• Generating Rhyme
Children, roll a dice, then generate a rhyming word for the word on a numbered 
     mat.

•    Onset Rime
A card with a consonant, pause, an open syllable is read. The student says the 
word from the story, then moves ahead the number of spaces on the game  
        board that Granny says.

This packet is available on Jenn’s TPT store for $3.50.

Kathy

   

What is Best Practice for Assessing and Serving Bilingual Children?

Many of us as are being asked to evaluate and provide  speech and language services for Bilingual children and  English Language Learners (ELL). "Where do I begin?" and "What do I need to know?" may be some of the first questions we ask ourselves

Tatyana Elleseff at Smart Speech Therapy LLC has written a wonderful article entitled “Language Differences vs. Language Disorder:  Assessment and Intervention Strategies for SLP’s Working with Bilingual Children”.   I am currently seeing very young children whose family's first language is other than English. These little ones are not developing speech, language or communication skills. Therefore, I was very happy when Tatyana asked me to do a materials swap and product review on my blog. While I am reviewing her article, she is doing a review of my companion packet for “Badger’s Fancy Meal”. 

Whether you are looking for a concise introduction to working with Bilingual students or you need a refresher on Evidence Based Practices in this area, this is an excellent resource. 

The following areas are addressed:

• types of bilingualism
• similarities between monolingual and bilingual language acquisition
• simultaneous dual language learning and language delay
• outlines of stages of language acquisition in both simultaneous and simultaneous learning; influences on later learning
• acquisition models
• academic language and its function
• BICS (Basic Interpersonal Communication Skills) and CALP (Cognitive Academic Language Proficiency)
• communication differences vs. disorder; characteristic overlaps
• what communication disorders affect
• challenges of assessment
• identification measures; criteria for selection; limitations of standardized assessments
• pros and cons of several currently used standardized measures
• dynamic assessment and its advantages
• initial referral considerations
• assessment of phonology, fluency, general language
• intervention approaches
• what happens when L1 is eliminated 

Points of interest

• simultaneous language learning occurs when there are two languages from infancy 
• dual language acquisition in simultaneous language learning is NEVER equal
• sequential language learning occurs when the second language acquisition is AFTER the first, typically after 3 years of age
• timing and sequence of language milestones are similar
• dual language learning does not cause confusion/delays in young children
• vocabulary in each language is less, but when combined, it is the same or better
• communication disorders WILL BE PRESENT IN BOTH LANGUAGES

The point that jumped out at me was “Advising parents of language disordered children to stop speaking  L1 and focus on L2 only is NOT supported by evidence based practice!” This has a significant impact on how we serve very young bilingual children.

This perfect resource is a great investment for $24.95 at her store. Tatyana  is currently reviewing my storybook companion packet for “Badgers Fancy Meal”  on her BLOG.

Kathy

To Map or Not to Map

I think it’s probably safe to say that at one point in our lives or careers, we assumed that preschool children were too young and/or not ready to engage in preliteracy activities. As we now know, that is far from true. When I taught a preschool Language Disorders classroom, and then a State-funded grant program for an all day Early Childhood classroom in conjunction with Head Start, it became readily apparent that given the right structure and materials, even children who are delayed or at risk for developing language, can significantly increase the skills they need to become readers as they enter school-age programs. 

Early literacy, story book reading, oral narrative and vocabulary development have been my passion for a very long time. Over the years I have created, and continue to create as a matter of fact,  literacy units based on quality children’s storybooks. In doing so, one of the strategies that I have used to expand comprehension and oral narrative is to teach story elements. 

There are five main elements in a story: setting, plot, characters, conflict and theme. Given strong visual supports, and active engagement with the story, young children are able to answer questions regarding setting, plot and characters. Characters include people or animals in the story. The setting is where the story takes place. The plot includes the sequential events in the story--what happened first, middle, and end. 

Best practice suggests that story elements be discussed during the introduction of a story. When introducing these elements to preschool age students I teach these elements at the the end of a four-day set of lessons after they are familiar with the story elements they will need to know to map them out. I would like to share a simple format that I used in my storybook companion, “Llama Llama Misses Mama” by Anna Dewdney  in my TPT store  to teach these elements using a visually supported story map. Below is an excerpt from the lesson.

Show the children the book “Llama Llama Misses Mama”. Present the following information.

“What is the name of our book?”

“That is called the ‘title’. All books have a ‘title’.”

“Did we talk about who wrote the book? Let’s see if we can find the words on the cover of the book that tells us who wrote the book”. Point to the author’s name. “Here it is. The name of the person who wrote this book is Anna Dewdney. A person who writes a book is called an ‘author’. All books have an author. Let’s all say the author’s name together.” Have a child come up and point to the author’s name. 

“All books have ‘characters’. ‘Characters are people or sometimes animals who are in the story. I am going to give you a ‘character’ circle to hold.” Give students a character circle. “When I name a character, if you have that character, hold it up in the air.” Do this for all the characters. Ask the student who is holding that character to label it. 

“The characters in a book do things in different places. These places are called the ‘setting’. Some stories happen in just on place, and in other stories the characters go to more than one place. In ‘Llama Llama Misses Mama" are the characters in the same place on every page? I am going to give you a ‘setting’ circle to hold.” Give students a setting circle. “When I name a setting, if you have that setting, hold it up in the air.” Do this for all the settings. Ask the student who is holding that setting to label it.

“All books and stories have a beginning, a middle and an end. These are called the ‘events’ in the story. Sometimes there are a lot of events in the story, but we are going to name 3 for our story.” Show the picture of Llama Llama in his bedroom. “What is the first event in our story?” Discuss.

Show the picture of Llama Llama at school. “What is the middle event in our story?” Discuss.

Show the picture of Llama Llama and Mama at home. “What is last event in our story?” Discuss.

“We are going to use all of these circle pictures today to make a ‘story map’. Does anyone know what a map is?” Elicit answers. “Yes. A map is like a big picture that shows how to get somewhere and shows where things are. A ‘story map’ shows what is happening in a story. It has characters on it, the places in the story (the settings), and things that happen in the story (events--beginning, middle and end).”

Display the Story Map. Point to the ‘Characters’ part. “This part of the story map is called ‘Characters’. What picture circles do you think we will put here?”

Point to the ‘Setting/Places’ part. “This part of the story map is called ‘Setting/Places’. What picture circles do you think we will put here?”

Point to the ‘Events/Beginning, Middle, End’ part. “This part of the story map is called ‘Events’. What picture circles do you think we will put here?”

Use the story element circles to have the children create the story map.

“Making a story maps helps us to remember the story. It also helps us tell the story to others.” Use the ‘Events’ part of the Story Map. “We are going to use the ‘Events’ part of our Story Map to do this.” Point to the first picture. “What happened first in our story?”

“What did Llama Llama do after he got up but before he went to school? You are going to have to use your brains to help you remember, but we’ll also use our book.” Turn to the pages in the book, and have the children tell you what’s happening on each page. 

Stop when you get to the page where Llama Llama is at school. “Now we are in the middle of our story. What picture on our Story Map shows the middle part of the story? ”  “Let’s tell what happened in the middle of the story while Llama Llama was at school.” Turn to the pages in the book, and have the children tell you what’s happening on each page. 

Stop when you get to the page where Llama Llama and his Mama are at home. “Now we are at the end of our book. What picture on our Story Map shows the end of the story?” Turn to the last page in the book, and have the children tell you what happened at the end of the story. 

I use this strategy for several story books before I start having the children create their own story maps by either gluing pictures and/or story strips onto a map of their own. The students can also illustrate the characters, setting and events on a map. They should be able to use these story maps to start giving simple oral narratives of the story. 

Kathy

Giraffes Can't Dance

I have a particular fondness for using picture books in therapy. Having fun, interesting and engaging storybooks and activities make learning fun and promote print awareness, text comprehension,  vocabulary, semantics, oral narration, sequencing, and can reinforces phonemic awareness, generalized articulation skills, and use of appropriate syntactic structures . The efficacy of using storybooks will be the discussion for future blogs. So stay tuned.

One of my favorite companion packs is 35 pages of engaging materials that compliment the book by Giles Andreae & Guy Parker-Rees. It is designed for children ages 4-8. It is a worthwhile investment to purchase your own copy of the book if you do not already have access to a copy. Here is a preview of the packet.

A set of 23 character cards includes the main “characters” or animals in the story--giraffe, lion, warthog, chimp, baboon, rhino, and cricket. The remainder of the cards are pictures of familiar and less common jungle animals in the story. These can be used for vocabulary enrichment and for a sentences generation activity for articulation.

The next activity includes 23 vocabulary cards that state the sentence in the story that contains the word. Three choices of the meaning of the words are given.

There are 3 levels of comprehension question cards. Level ! has 2 picture responses to choose from, Level 2 has 3 multiple choice answers, and Level 3 targets inferencing. There is no single correct answer for Level 3 questions. Many of the questions start with “What do you think . . . ?” 

To increase semantic mapping, use Same& Different cards and have students tell how the two thing from the story are the same, how they are different, or both.

On the Verb Tense cards, the prompt questions are taken from the text of the story. The student has to listen carefully to the question to determine when the action is taking place. There are 3 grammatic choices with different syntax for the verb tenses. For a more advanced practice, the student can respond with out the choices. This format overlaps with comprehension as well. 

All of these targeted skills can be used with the 2 game boards--"Giraffes Can Dance Too", and "Cha-Cha Chimps".

Activities are included to provide the opportunity for sequencing, and using oral and written narrative skills. Sequencing cards can be used to orally retell the story using just the pictures, or text and pictures together.

The “Write Your Own Story” strips can be used to have students dictate sentences that are written by the adult, or students can generate their own written sentences. 

Articulation cards were developed with words from the story that contain the sounds /k/, /g/, /f/, and /v/. The cards can be used for imitative or spontaneous word productions. For a sentence level activity, have students chose a character card and a target sound card, and generate a sentence using both words. 

That's it folks. Thanks for reading.

Kathy

Look for my first blog post tomorrow on Literacy-Based Intervention, and a giveaway opportunity for my new storybook companion "Giraffes Can't Dance."

Hi all. Welcome to my blog. I'm just getting started. It's a steep learning curve, but I'll get there.