1. Research and Theoretical Background; 2. How Effective Shared Reading Looks and Sounds; 3. Understanding the Building Blocks of Language Development; 4. Using Shared Reading to Develop Children's Language Skills; 5. Understanding Important Foundation Skills for Emergent Literacy; 6. Using Shared Reading to Develop Children's Emergent Literacy Skills; 7. Suggestions and Strategies for Reluctant Readers; 8. Shared Reading for Children With Special Needs; 9. Promoting Shared Reading in the Home Environment; 10. Resources and Tips for Selecting Storybooks.
Helen K. Ezell is a speech-language pathologist in the Department of Instruction and Learning at the University of Pittsburgh. She specializes in the study of children's early language development and emergent literacy acquisition. Her research has involved a range of topics, including vocabulary development, print awareness, and reading comprehension. She has published extensively in professional journals and has authored two other books "Guide to Success in Doctoral Study and Faculty Work" (American Speech-Language-Hearing Association, 2002) and "The Syntax Handbook" (co-authored with Laura Justice, Thinking Publications, 2002). Dr. Ezell served as Director of Communication Development for 8 years at Western Center, a Pennsylvania residential facility for individuals with mental retardation, and as Associate Research Scientist for 5 Years with Allegheny-Singer Research Institute before joining the faculty at Ohio University. She currently holds a research position at the University of Pittsburgh with the Pennsylvania Reading First External Evaluation Project. Laura M. Justice is Assistant Professor of Reading and Communication Disorders at the University of Virginia's Curry School of Education, Charlottesville. She directs the Preschool Language and Literacy Lab at the University of Virginia, which conducts basic and applied research on preschool literacy and language development, language disorders, parent-implemented early childhood language and literacy interventions, and classroom-based language and literacy programs for at-risk preschoolers. Dr. Justice's cross-disciplinary research has received awards from the International Reading Association (2001 Distinguished Finalist, Dissertation of the Year), the Council for Exceptional Children (2003 Early Career Award, Division for Research), and the American Speech-Language-Hearing Association (2004 Editor's Award, American Journal of Speech-Language Pathology). She recieved her doctorate in speech and hearing sciences from Ohio University under the mentorship of Dr. Ezell. "