Analysis
This study showed that shared book reading had an impact on childrens expressive language skills. Specific grammatical structures could be taught using shared book reading. The two subjects increased their use of I. Sentence length was also noted to increase.
J increased use of I within the classroom setting before increasing usage of I within the therapy setting. This may have been due to his interaction with peer role models. Role models in the classroom had a positive effect on J in all areas. His fine and gross motor skills improved as well as speech and language skills. Not only did J increase I usage, his sentence length increased from 2-3 word phrases to 5 word sentences. Typical phrases used in December were me want, go home, mommy home, daddy work. By the end of March, J was using sentences such as I have a booboo; I need have a sticker; I want one his snack; Daddy go work in car.
P increased sentence length before usage of I. In December, phrases consisted of me big; me need one; mommy home. By the end of January P began using longer sentences and questions, my sister has paintbrushes; they not real paint; Why Molly not come back? There were no usages of I spontaneously. By the end of March P was using I have one at home; I go to store; I was doing this.
It should be noted that, in addition to shared book reading during therapy sessions, both subjects were given work reinforcing I to be done at home with their parents. Suggestions were made to each mother to continue reading the books at home. No indications were given by either parent if this activity had been completed.
TEACHER REFLECTIONS
This study reinforced my belief that shared book reading benefits children with speech and language delays. Not only did these two subjects improve their sentence length and grammatical structures, two other children receiving therapy with these children increased sentence length and usage of I.
I feel that it was a combination of shared book reading and use of augmentation that enabled these children to improve their expressive language. Repetition helps children learn new skills. My subjects had many opportunities to practice new skills by reading the same books and seeing the same pictures over and over again.
I have begun using books in all of my therapy sessions at least once each week. I have encouraged my colleagues to incorporate book reading into their therapy sessions as well.
Because of the success of my research project, I am applying for a grant to create book backpack kits which will be sent home with children to allow parents to engage in shared book reading with their children.