Literature-Based Language Intervention Children’s literature provides a natural language-learning medium, enabling speech-language clinicians to support students’ oral and written language development. The use of literature-based language intervention assumes that students grasp the meanings, structure, and purposes of language best when they are learned in a meaningful context (Hoggan & Strong, 1994). When ... Article
Article  |   October 01, 2001
Literature-Based Language Intervention
Author Affiliations & Notes
  • Carol J. Strong
    Utah State University, Logan, UT
Article Information
Articles
Article   |   October 01, 2001
Literature-Based Language Intervention
SIG 1 Perspectives on Language Learning and Education, October 2001, Vol. 8, 21-25. doi:10.1044/lle8.2.21
SIG 1 Perspectives on Language Learning and Education, October 2001, Vol. 8, 21-25. doi:10.1044/lle8.2.21
Children’s literature provides a natural language-learning medium, enabling speech-language clinicians to support students’ oral and written language development. The use of literature-based language intervention assumes that students grasp the meanings, structure, and purposes of language best when they are learned in a meaningful context (Hoggan & Strong, 1994).
When using children’s literature for language intervention, clinicians can provide many scaffolds for skill development (e.g., Hoggan & Strong, 1994; Norris, 1991). The use of such scaffolded strategies is consistent with Vygotsky’s (1962)  theory of a zone of proximal development (ZPD). The ZPD is defined as the difference between two levels of linguistic (or cognitive) performance—that done independently and that done with the help of an adult or more capable peers.
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