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.
|Number of pages||15|
|Journal||Journal of Developmental and Physical Disabilities|
|Publication status||Published - 2010|