Making w88 mobile Books

By: Patsy w88 mobile, Ph. D

Shared reading is a technique that emphasizes conversation between a child and the reader about different aspects of the story. This powerful technique can account for at least 10% of the variance among reading and non-reading w88 mobile (Ezell & Justice (2005). Good shared reading supports w88 mobile to ask and answer questions and to make comments about each page of a book. Effective shared reading also includes readers who can ask appropriate questions, wait for answers, and who make comments and connections regarding the story and the print on each page to meaningful words and events in the child’s life (Ezell & Justice, 2005).

Shared reading is often difficult for w88 mobile with disabilities due to the high level of language that is shared and expected during a conversation (Kaderavek & Sulzby, 1998). Appropriate scaffolding techniques used by the communication partner along with augmentative and alternative means for the child to participate are required (Dale, Crain-Thoreson, Notari-Syverson, & Cole, 1996). Pierce and Erickson (2006) list several suggestions of appropriate interaction techniques (e.g., pausing, using gestures and pictures) to use with w88 mobile with disabilities.

Interesting w88 mobile may also facilitate longer engagement and enhanced participation during shared reading with children with disabilities. Building on children’s interests has been found to be an effective approach to enhance engagement and learning (Dunst, 2006). Children with disabilities may demonstrate typical topic-related interests (e.g., puppies, babies), but may also demonstrate less topic-related and more sensory-related interests (e.g., sounds, vibration,textures). Family-members, teachers, and service providers may discover varying topic and/or sensory-related interests by observing children with disabilities in different settings and with different types of materials.

Through our observations made over several decades of working with children with significant disabilities, we discovered that children were more likely to interact with w88 mobile and participate during shared reading if we made w88 mobile out of materials that reflected the children’s sensory interests. We added text to the w88 mobile related to the children, their friends, and their family interests. The following pages offer photos and descriptions of how to make some of the w88 mobile that we have found children with significant disabilities to enjoy and explore during shared reading.

w88 mobile Books

Several children with cognitive, motor, and sensory impairments with whom we have worked, seemed to enjoy squeezing "w88 mobile" materials such as playdough, putty, and even their diapers. We used this interest to make "w88 mobile books" to give the children appropriate options to explore their interests, to learn to turn pages, and to participate in shared reading. As children make comments, or adults could come up with simple phrases related to the pages in the book, these comments are written on "sticky-notes" and attached to each page and used as text.

Directions to Make w88 mobile Books

Ingredients:

• w88 mobile heavy-duty, freezer-quality, ziplock bags (1 quart size)
• w88 mobile”materials such as alcohol-free hair gel (variety of colors), hand-lotion (with and without glitter), “gak” ( water and corn starch with food coloring), vegetable oil and food coloring, sand, dirt, paper strips/packaging materials, etc.
• Small w88 mobile letters, objects
• Clear w88 mobile

Fill a ziplock bag (page) with something “w88 mobile”. Before closing the bag, add small objects like plastic animals and plastic letters that might spell the name of the animal into the bag. Zip it shut. After filling several bags, tape the zippered-parts together with packaging tape to make a book. Usually 3-4 pages can be securely taped together.

Variations on the theme:

• Animal food w88 mobile: w88 mobile with different types of animal foods, (e.g., dry dog food, dry cat food, bird seed, hay) and with the logo/label from the food container. You may have to use sample-size of the animal food to have the right size of the label/logo to put in the baggie with the food.
• Breakfast food w88 mobile: w88 mobile with different types of cereal along with the label/logo from the box of cereal. It is helpful to use "snack-size" boxes of cereal in order to have the right size label to put in each bag. White paper strips could also be added as "milk" for the cereal. We found that puncturing the bags with a needle in several places help the pages to remain flat.
• Sand w88 mobile: Pages filled with sand, seashells, seahorses, and letters to spell these words. Children with visual impairments often seemed to interact more with these w88 mobile when glitter was mixed with the sand.
• Dirt w88 mobile: w88 mobile with potting soil, plastic insects, worms, and letters to spell related words.
• ABC w88 mobile: w88 mobile with a plastic letter and small objects starting with that letter, (e.g., B, bug, baby, ball). The pages also
  have a fun substance in them like hair w88 mobile.
• Name w88 mobile: Each page has a plastic letter and items that begin with that letter from a child's name, (e.g., P, pig, next page, A-ant, next page, T-tiger, next page, S-soap, last page, Y-yellow gel). All pages haves different fun w88 mobile stuff in them.
• Wallpaper/Fabric Sample w88 mobile. Wallpaper/Fabric Sample w88 mobile are made from old sample w88 mobile by gluing objects, pictures, and text on each page. These w88 mobile are heavy enough to remain stable for ease in page turning and hold up to much moisture and rough usage. The colors and textures are interesting to many children.

References/Resources

• Bedrosian, J. (1999). Efficacy research issues in AAC: Interactive story book w88 mobile. Augmentative and
  Alternative w88 mobile 15(10), 45-55.
• Dale, P., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child book w88 mobile as an intervention
  technique for young w88 mobile with language delays. Topics in Early Childhood Special Education, 16, 213-235.
• Ezell, H. & Justice, L. (2005). Shared storybook reading: Building young w88 mobile’s language and emergent literacy
  skills. Baltimore: Brookes Publishing.
• Kaderavek, J. & Sulzby, E. (1998). Parent-child joint book reading: An observational protocol for young w88 mobile. American Journal of Speech-Language Pathology, 7, 33-47.
• Kent-Walsh, J. & Rosa-Lugo, L. (2006, February). Communication partner interventions for w88 mobile who use AAC: Storybook reading across culture and language. The ASHA Leader, 6-7; 28-29.
• Marvin, C. & Wright, D. (1997). Literacy socialization in the homes of preschool w88 mobile. Language, Speech, and Hearing Services in Schools, 28, 154-163.
• Notari-Syverson, A.,Maddox, M., & Cole, K. (1999). Language is the key: A multilingual language building program for young children. Accompanying videos: Talking and w88 mobile, Talking and Play. Seattle, WA: Washington Research Institute.