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.
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