Sharing Expository Texts with Preschool Children in Special Education Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and ... Article
Article  |   July 01, 2015
Sharing Expository Texts with Preschool Children in Special Education
Author Affiliations & Notes
  • Allison Breit-Smith
    School of Education, University of Cincinnati, Cincinnati, OH
  • Jamie Busch
    Department of Communication and Sciences Disorders, University of Cincinnati, Cincinnati, OH
  • Ying Guo
    School of Education, University of Cincinnati, Cincinnati, OH
  • Financial Disclosure: Allison Breit-Smith is assistant professor at the University of Cincinnati. Jamie Busch is a doctoral student at the University of Cincinnati. Ying Guo is an assistant professor at the University of Cincinnati. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A130205 to the University of Cincinnati. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
    Financial Disclosure: Allison Breit-Smith is assistant professor at the University of Cincinnati. Jamie Busch is a doctoral student at the University of Cincinnati. Ying Guo is an assistant professor at the University of Cincinnati. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324A130205 to the University of Cincinnati. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.×
  • Nonfinancial Disclosure: Allison Breit-Smith has no nonfinancial information related to the content of this article. Jamie Busch has no nonfinancial information related to the content of this article. Ying Guo has no nonfinancial information related to the content of this article.
    Nonfinancial Disclosure: Allison Breit-Smith has no nonfinancial information related to the content of this article. Jamie Busch has no nonfinancial information related to the content of this article. Ying Guo has no nonfinancial information related to the content of this article.×
Article Information
Development / School-Based Settings / Language Disorders / Articles
Article   |   July 01, 2015
Sharing Expository Texts with Preschool Children in Special Education
SIG 1 Perspectives on Language Learning and Education, July 2015, Vol. 22, 93-102. doi:10.1044/lle22.3.93
History: Received February 2, 2015 , Revised April 27, 2015 , Accepted April 28, 2015
SIG 1 Perspectives on Language Learning and Education, July 2015, Vol. 22, 93-102. doi:10.1044/lle22.3.93
History: Received February 2, 2015; Revised April 27, 2015; Accepted April 28, 2015

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

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