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How to Use Storybooks in Speech Language Intervention
Heel Reader (tarheelreader.org) is a collection of free, easy-to-use adapted books on a plethora of
subjects. So, if your student is working on community helpers, you can type into their search engines
and find 24 options! You can also make your own book and share it with fellow users of the site.
Finding the Best Books for Speech Therapy
Choosing the right book is crucial for engaging the students. The general criteria in choosing a book
are that it must be age-appropriate, interesting to children, and have some pertinence to a student’s
speech or language goals. Books that are already in use in the classroom can have a dramatic effect
on a student’s success and level of confidence due to familiarity and repetition. Fortunately, the
school environment abounds with resources and support to help in choosing books that meet your
students’ needs. We also created an Appendix at the end of this book with storybooks that are
divided by grade and theme.
Librarians
Librarians are usually very helpful in choosing the appropriate level and
themes for the students. They are very knowledgeable about book content
and are insightful in suggesting books when a SLP describes what he or she
hopes to accomplish with the book activity. Depending on the size of the
school, librarians often know most of the students personally and can offer
suggestions on popular topics with classrooms or specific students.
Classroom Teachers:
It is also a good idea to talk to the classroom teacher in order to get a
schedule of themes that will be taught in the classroom. Repetition of
topics gives a student confidence due to an already established knowledge
base and familiar vocabulary. The repetition of themes also encourages
carryover of speech and language goals into the classroom setting.
Internet Resources:
The internet is often the fastest and most used resource for finding books.
By refining our search to specific articulation sounds or activities, we can
find a ton of quick content online.
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