Here is a pretty neat list of reasons why literacy-based intervention is a great way to go when working with children with speech and language impairments.
– provide structure for addressing goals
– can be used with all ages and cultures
– can be used to address goals across semantics, syntax, comprehension, pragmatics, and discourse.
– can decrease preparation time
– are fun and interesting for students
– make homework programs more relevant for parents
– allow for programmatic collection of intervention data
• Shared reading activities
– Increase development in multiple areas (Doyle & Bramwell, 2006; Debaryshe, 1993; Burner, 1978)
– Promote language development in children with typical development (Teale & Sulzby, 1986; Westby, 1985) and with language impairments (Gillam & Ukrainetz, 2006)
– Promote a greater desire to read (Mason & Blanton, 1971)
– Exposes student to printed materials and positive reading models (Teal, 1984)