Empowering Parents Through Education

More Than a Story: How Shared Book Reading Supports Communication

Mon, 27 Jul 2026 08:15:52 GMT

Reading together isn't just about learning words on a page, it's about building communication. Extensive research has established that shared book reading with children supports literacy and language development. As a school-based speech-language pathologist, I would always ask myself, "If we already know shared reading is beneficial, why don't all parents do it regularly"? In this article, we’ll explore why shared reading matters, a simple strategy to make it interactive, who can benefit, and ways to start building these skills today. Here's what parents should know:

�� Spoken language is the foundation for reading and writing. Children develop stronger literacy skills when they have a solid foundation in listening, vocabulary, and oral language.

��️ Shared book reading builds communication. Reading aloud while asking questions, talking about pictures, and making predictions supports language development, listening comprehension, and emergent reading skills.

�� Early literacy starts long before a child can read independently. Looking at books, understanding that print has meaning, recognizing letters, learning story structure, and matching spoken words to print are all important early literacy skills.

�� Children with language difficulties are at greater risk for reading and writing challenges. Strong language skills support later success with literacy, making early language experiences especially important.

Why It Matters

Shared book reading offers many benefits, including:

Supports expressive language (children’s ability to use words and communicate), receptive language (children’s understanding of language), and caregiver book-sharing skills (Dowdall et al., 2020)
Vocabulary expansion
Improves early literacy skills
Encourages meaningful parent-child interaction

However, professionals and child-centered programs should go beyond simply encouraging parents to "read to their child". Preece and Levy (2020) argue that interventions should at the very least:

Support parents by explaining that babies benefit from shared reading even before they show clear responses.
Reassure parents that behaviors such as distraction or pushing books away are developmentally normal.
Help caregivers understand that a lack of obvious engagement does not mean reading is ineffective.
Encourage families to view shared reading as an enjoyable and flexible interaction rather than solely as preparation for school.

Strategies to implement

One evidence-supported approach to interactive shared reading is Dialogic Reading . Dialogic reading uses the PEER strategy to encourage children to become active participants during shared reading. (Dong et al., 2024).

Prompt the child ( Adult: "What is the dog doing?" )
Evaluate their response ( Child: "Running." Adult: "Yes! That's right—the dog is running." )
Expand what they say ( Adult: "The dog is running fast in the park. He looks happy because he is chasing the ball." )
Repeat the interaction ( Adult: "What is the dog doing?" Child: "The dog is running fast." )

Who Can Benefit?

Shared book reading benefits children of all ages and communication abilities, including those who:

Are developing early language and communication skills
Are learning new words and expanding their vocabulary
Are preparing for preschool or kindergarten
Are beginning to read independently
Have speech, language, or literacy challenges
Benefit from extra support with listening, comprehension, or storytelling
Enjoy spending quality time reading with a caregiver

Culture, language, and family practices:
Shared book reading benefits children from diverse cultural and linguistic backgrounds, but families may engage with books in different ways based on their languages, traditions, and beliefs. Culturally responsive reading practices value these differences while supporting meaningful communication and literacy development.

Children with communication disorders and developmental differences:
Children with communication differences, including developmental language disorder (DLD), autism spectrum disorder (ASD), speech sound disorders, and hearing differences, can also benefit from shared book reading when strategies are adapted to their needs. Using repetition, visual supports, language expansions, and following the child’s interests can help create meaningful opportunities for communication and learning.

No matter your child's age or communication level, reading together is a simple way to support language development and create meaningful moments of connection.

�� Try This Today

Read together for a few minutes each day and ask questions that:

Focus on connection, attention, and early communication (early intervention: birth–3 years): “Where is the dog?” “What do you see?” “Can you find the ball?” “I see a big dog! Can you say dog?”

Focus on vocabulary, predictions, and storytelling (preschool: 3–5 years): “What do you think will happen next?” “Why is the character feeling that way?” “What happened at the beginning, middle, and end?”

Focus on comprehension, reasoning, and deeper discussion (school-age: 5+ years): “What was the character’s problem? How did they solve it?” “What would you have done differently?” “Can you summarize the story in your own words?”

References

Preece, J., & Levy, R. (2020). Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback. Journal of Early Childhood Literacy, 20(4), 631–654. https://doi.org/10.1177/1468798418779216

Dong, Y., Chow, B. W.-Y., Mo, J., Miao, X., & Zheng, H.-Y. (2024). Effects of dialogic reading elements on children's language development. Journal of Research in Reading, 47(2), 181–200. https://doi.org/10.1111/1467-9817.12447

Dowdall, N., Melendez-Torres, G. J., Murray, L., Gardner, F., Hartford, L., & Cooper, P. J. (2020). Shared picture book reading interventions for child language development: A systematic review and meta-analysis. Child Development, 91(2), e383–e399. https://doi.org/10.1111/cdev.13225

Evidence and Resources for Parents

American Speech-Language-Hearing Association. (n.d.-a). Early intervention [Practice Portal]. URL

American Speech-Language-Hearing Association. (n.d.-b). Spoken language disorders [Practice Portal]. URL

Understanding Communication Challenges: More Than Just Speech

Mon, 20 Jul 2026 17:19:30 GMT

When people think of speech therapy, they often think of pronunciation or articulation. However, communication is much more than how a child says words. Children may experience communication challenges associated with neurological, developmental, and learning conditions such as autism (ASD), ADHD, dyslexia, acquired childhood aphasia, and more. This article explores common communication challenges, questions parents can ask, who can provide support, and practical strategies to help children build their communication skills.

�� Autism Spectrum Disorder (ASD) Children with autism may experience differences in social communication, language development, nonverbal communication, and pragmatic language. Some children also benefit from augmentative and alternative communication (AAC) to support functional communication.

⚡Attention-Deficit/Hyperactivity Disorder (ADHD) Children with ADHD may have difficulty with listening, following directions, organizing language, conversational turn-taking, and executive functioning skills that support effective communication.

��Learning Disabilities & Dyslexia Strong spoken language skills are the foundation for reading and writing. Difficulties with vocabulary, language comprehension, phonological awareness, and higher-level language can affect literacy development, which is why speech-language pathologists often work alongside educators to support communication and academic success.

�� Neurological Conditions —including acquired brain injuries, cerebral palsy, epilepsy, genetic syndromes, and other neurological disorders—may affect speech, language, cognition, voice, swallowing, or the ability to communicate effectively. The impact depends on the underlying condition and the individual child.

��️��Childhood Aphasia Although it's most commonly associated with adults following a stroke or brain injury, Aphasia is also an acquired language disorder in children. It affects a person’s ability to understand and/or express language and demonstrates that communication involves much more than speaking clearly.

Communication Looks Different for Every Child. Consult with a licensed speech-language pathologist to determine if a comprehensive assessment is warranted.

Who can Help?

If you're unsure where to begin, consider speaking with:

��‍⚕️ Your child's pediatrician

Your pediatrician can discuss your concerns, monitor developmental milestones, rule out medical factors that may affect communication (such as hearing concerns), and provide referrals to specialist when appropriate.

��️ A licensed speech-language pathologist (SLP)

An SLP can evaluate your child's communication skills, identify strengths and areas of need, answer questions about speech and language development, and recommend individualized intervention when appropriate.

�� Your school's MTSS or SBLC team

If your child is school-aged, the school's MTSS (Multi-Tiered System of Supports) or SBLC (School Building Level Committee) can discuss classroom concerns, implement targeted supports, monitor progress, and determine whether a formal school-based evaluation should be considered.

�� Other professionals involved in your child's care ,

Depending on your child's needs, professionals such as occupational therapists, physical therapists, psychologists, developmental pediatricians, neurologists, teachers, or behavioral specialists may work together to support your child's overall development and communication.

Every child is unique.

Seeking guidance doesn't always mean your child needs therapy, it means you're taking an important step toward understanding and supporting their communication.

5 Practical Tips for Parents

�� Don’t hesitate to ask questions—even if your child already has a diagnosis.
If your child has a neurological, developmental, or learning disorder but you’re unsure how it affects communication, ask your pediatrician whether a speech-language evaluation or speech therapy may be appropriate. Communication challenges aren’t always obvious, and asking questions is an important first step.

�� You don’t always need a referral to see a speech-language pathologist.
Many private speech-language pathologists accept self-referrals, allowing families to seek an evaluation or consultation without first obtaining a physician’s referral. Requirements may vary depending on your state, insurance, or healthcare provider, so it’s always a good idea to check your local regulations and coverage. During your consultation, ask specific questions:

Is my child's communication development appropriate for their age?
How might my child's diagnosis or learning needs impact communication?
Why is communication difficult if my child can talk?
What signs should I continue to monitor?
Could my child's communication affect learning, reading, or social interactions?
Would speech therapy benefit my child?
What strategies can I use at home to support my child's communication?
Would additional support benefit my child at home or in school?
Should I share my concerns with my child's teacher or pediatrician?

�� School-based and outpatient speech therapy serve different purposes.
Your child’s school team and outpatient therapy team often have different roles, goals, and eligibility criteria. Be sure to communicate your concerns with both teams so everyone is working together to support your child’s communication needs.

�� Trust your instincts.
You know your child best. If something about your child’s communication doesn’t feel right, don’t be afraid to ask questions or seek a professional opinion. Early conversations can lead to earlier support when it’s needed.

�� Remember that communication is more than talking.
Communication includes understanding language, expressing thoughts and ideas, social interaction, literacy, voice, and other skills that children use every day at home, in school, and in their communities. Early recognition and appropriate support can make a meaningful difference in a child's communication, learning, and participation in everyday activities.

Sources

American Speech-Language-Hearing Association. Autism (Autism Spectrum Disorder). Practice Portal.

American Speech-Language-Hearing Association. Attention-deficit/Hyperactivity Disorder (ADHD).

American Speech-Language-Hearing Association. Written Language Disorders. (Practice Portal).

Source: American Speech-Language-Hearing Association. Evidence Maps for Neurological Disorders

Source: American Speech-Language-Hearing Association. Aphasia. (Practice Portal).