[R-0002] S2. Instructional Strategies

Citation: Justice, L.M., & Kaderavek, J. (2002). Using shared storybook reading to promote emergent literacy. Teaching Exceptional Children, 9-13. Retrieved from [site]  [or enter “Using shared storybook reading to promote emergent literacy” in your search window].

Abstract: The article presents information on a shared storybook reading strategy that can be used with young children to increase their emergent literacy skills and provides a review of the literature related to emergent literacy and children with disabilities. Three tables offer techniques for increasing the collaborative potential of shared storybook reading, storybooks exhibiting features that encourage children’s active participation, and storybooks featuring print embedded in the illustrations.

Integration: The information presented in this article fits well with content presented in the early childhood courses Curriculum Planning, and Language and Literacy Experiences.

Content Focus: Active Participation; Active Reading; Dialogic Reading; Disabilities; Emergent Literacy; Interactive Reading; Reading; Shared Storybook Reading

Notes: After students have read this article, have them bring storybooks to class that they believe will prompt active participation in children. Have them practice the shared storybook reading strategy in pairs.