Book Reading as an Intervention Context for Children Beginning to Use Graphic Symbols for Communication

Springer Science and Business Media LLC - Tập 22 - Trang 257-271 - 2009
Jennifer Stephenson1
1Macquarie University Special Education Centre, Macquarie University, Sydney, Australia

Tóm tắt

This article considers the use of book reading as an intervention context for children with severe intellectual disability who are learning to use graphic symbols as symbols for communication. The sparse intervention literature is reviewed, and some of the literature relating to pictures and typically developing young children who are developing the capacity to use pictures as symbols is discussed. The implications for future intervention planning are summarised.

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Springer Science and Business Media LLC

Tập 22

257-271

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