Book reading as an intervention context for children beginning to use graphic symbols for communication

Jennifer Stephenson*

*Corresponding author for this work

Research output: Contribution to journalArticle

4 Citations (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)257-271
Number of pages15
JournalJournal of Developmental and Physical Disabilities
Volume22
Issue number3
DOIs
Publication statusPublished - 2010

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