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Intervention in School and Clinic
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Repeated Storybook Reading as an Instructional Method

Monica L. Bellon

Communication disorders program at Western Carolina University, bellon{at}wcu.edu

Billy T. Ogletree

Western Carolina University

Repeated storybook reading interventions use storybooks as a context for presenting instructional strategies to promote language and literacy. This article discusses repeated storybook reading using adult scaffolding and phonological awareness strategies to facilitate oral and written language in children with language delays. The discussion is framed around common questions posed by educators considering repeated storybook reading as an instructional method.

Intervention in School and Clinic, Vol. 36, No. 2, 75-81 (2000)
DOI: 10.1177/105345120003600202
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 School-Based IssuesHome page
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School-Based Issues, October 1, 2009; 10(3): 73 - 77.
[Abstract] [Full Text] [PDF]