Shared storybook reading with a student who uses alternative and augmentative communication: A description of scaffolding practices

This study reports descriptive findings regarding the scaffolding strategies used by an experienced practitioner during a shared book reading session with a student who uses augmentative and alternative communication (AAC). Specific scaffolding strategies are described and, in addition, the level of semantic complexity targeted by the practitioner during the session was examined. The majority of scaffolding strategies targeted higher levels of semantic complexity such as metalanguage, inference and interpretation. Results of this work may contribute to the design of storybook reading as a context for narrative language intervention for children who use AAC.