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)

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