Embedding Naturalistic Communication Teaching Strategies During Shared Interactive Book Reading for Preschoolers with De
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Embedding Naturalistic Communication Teaching Strategies During Shared Interactive Book Reading for Preschoolers with Developmental Delays: A Guide for Caregivers Yusuf Akemoglu1 · Hedda Meadan2 · Jacqueline Towson3
© Springer Nature B.V. 2020
Abstract Shared interactive book reading (SIBR) is a broad term used to describe the act of adults reading aloud to children, while encouraging interaction by asking questions and engaging in a discussion about the book. SIBR can be used to embed naturalistic communication teaching strategies, creating learning opportunities to promote a child’s language and communication skills. This article presents practical information on how caregivers can use naturalistic communication teaching strategies during SIBR with their child with developmental delays or disabilities (DD). The intended audiences are caregivers (e.g., parents, grandparents) and practitioners (e.g., classroom teachers, speech-language pathologists, reading specialists) who work with caregivers of children with DD. We explain the importance of early communication skills, naturalistic communication teaching strategies, and SIBR, and describe how to embed naturalistic communication teaching strategies within SIBR. Through a vignette we illustrate how caregivers can implement the techniques and strategies and how practitioners can support caregivers’ implementation. Keywords Shared reading · Naturalistic teaching · Caregivers · Developmental delays · Disability Mia is a 3.5-year-old girl with developmental delays (DD). She receives early childhood special education (ECSE) services in an inclusive local public preschool. Mia primarily uses gestures and sounds to communicate with others. Occasionally, she uses one-word utterances to request something from her caregivers. She can also imitate some of her * Yusuf Akemoglu [email protected] Hedda Meadan [email protected] Jacqueline Towson [email protected] 1
Department of Special Education and Multiple Abilities, The University of Alabama, 902 University Blvd, Graves 201, Box 870232, Tuscaloosa, AL 35487, USA
2
Department of Special Education, University of Illinois at Urbana-Champaign, 1310 S. 6th st, Champaign, IL 61820, USA
3
Department of Communication Sciences & Disorders, University of Central Florida, Health and Public Affairs Building II, Room 101W, P.O. Box 162215, Orlando, FL 32816‑2215, USA
caregiver’s sign models such as “more” and “please.” Mia loves having her mother or older siblings read books to her. She likes most books, but particularly enjoys ones with a lot of pictures and those that rhyme or include songs.
Early Communication Skills Children begin to engage in social communication through pre-linguistic communicative interactions involving nonverbal initiations and responses such as eye gaze and joint attention (e.g., a child notices an adult looking at a book and looks with the adult at the book), gestures (e.g., pointing, reaching), and facial expressions such as smiling, frowning (Akamoglu and Meadan 2018). Soci
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