by Megan | Mar 30, 2026 | AAC, aided language input, aided language stimulation, blog, books, emergent literacy, modeling, tips, training
If you’ve been wanting to start engaging in shared reading with an AAC user but aren’t sure where to begin, you are not alone.
For many parents, teachers, therapists, and support staff, shared reading can sound both wonderful and overwhelming. You may wonder:
- What book do I choose?
- What words do I model?
- How long do I read?
- What do I do if the child is not looking at the book?
- How will I know if I am “doing it right?”
All of those questions are valid.
The good news is that shared reading does not need to be complicated to be meaningful. You do not need a perfect lesson plan, a fancy setup, or a huge amount of time to get started. You just need to start.
If you missed my first post about shared reading, I shared more about what shared reading is and why it matters for AAC users. This post is the next step: how to begin in a way that feels realistic, supportive, and doable.
Start with one book, not a whole library
When people are just getting started with shared reading, it’s easy to overcomplicate choosing what book to read, but, it doesn’t have to be.
You do not need a huge stack of books. You do not need the perfect themed unit. You do not need to spend hours searching for just the right title.
Start with one book.
There are so many books out there that could be perfect for shared reading but you just need to chose one and start. I encourage you to pick a book that you like.
Yep, I said you.
Why? Because if you like it, you will be more animated when you read it, and you will be excited to share it with someone else. The learner you read with will feel your excitement and joy around reading this book, and what better feelings to build a connection around than excitement and joy!
If choosing a book you like still leaves you with too many options or you are still unsure if that is enough. You could also choose a book with one or more of these qualities:
- predictable or repeated lines
- engaging pictures
- simple, meaningful language
- a topic the child may enjoy
- opportunities for reaction, anticipation, or participation
Books with repetition can be especially helpful because they lower the load for everyone involved. The adult starts to feel more comfortable. The child starts to recognize the language and rhythm. The reading experience becomes more familiar and less demanding.
Starting with one book also gives you permission to slow down. Instead of rushing to do more, you can focus on making one shared reading experience feel more connected and accessible.
Choose 3 to 5 words to model
Another thing that can make shared reading feel intimidating is the pressure to model all the words.
Just like in any other routine, where you don’t have to model every word you say, you do not need to model every word in the book either.
In fact, it is usually much more helpful to choose just a few words to focus on. That might mean a few core words, a few fringe words connected to the story, or a combination of both.
For example, you might choose words like:
Or, depending on the book, you might add story-specific words if they are meaningful and/or motivating to the learner.
The goal is not to model every possible word. The goal is to make language feel visible, repeated, and connected to the experience.
When you narrow your focus to a few words, it becomes easier to model naturally and more often. That helps shared reading feel more manageable for the adult and more accessible for the AAC user.
Keep the environment supportive, not perfect
You do not need a picture-perfect reading corner to begin shared reading. What matters more is creating a supportive environment, and that can look very different depending on what you are reading, who you are reading with, where you are reading, etc. Remember the connection is the most important part, not the location.
That said, the environment still matters. When thinking about various locations for shared reading, keep these ideas in mind:
- Make sure the child is physically comfortable
- Think about positioning and access
- Reduce unnecessary sensory overwhelm
- Allow movement
- Adjust your pace to meet the learner where they are – some might need a slower pace, while some might do best when reading is fast and repetitive.
- Keep demands low and connection high
For some children, shared reading may happen best while sitting close together with the book open between you. For others, it may happen while they move around the room, bounce, pace, lie on the floor, or come in and out of the interaction.
Regardless of what it looks like, shared reading is still occurring.
Sometimes we get overwhelmed and don’t get started because we aim for an idealized reading setup instead of a supportive one. But shared reading can still be meaningful even when it looks flexible, messy, or different from what you expected.
It might not look how you expected at first
Shared reading may not look the way you imagined, especially at first.
The learner may not sit still.
They may not look at the book the whole time.
They may flip pages quickly.
They may only stay for one or two pages.
They may move away and come back.
They may laugh, vocalize, stim, protest, or seem interested in one small part of the experience and want to repeat it over and over again.
That does not mean you are failing.
Remember that we are looking for connection and connection looks different to everyone. Shared reading can look like the list above whether you are brand new to it or have been doing it for a long time.
When shared reading is new, or when a child has not been given access to reading in a way that truly meets their needs, it can take time for the experience to feel familiar and safe.
Instead of asking, “Does this look ‘right’?” it may be more helpful to ask:
- Were there any moments of connection?
- Did the child have access to the book and language to share about the book?
- Was the experience supportive rather than demanding?
- Is this something we would want to return to again?
Those are much more useful questions for reflection than whether the reading looked neat or traditional.
Focus on connection, not performance
Shared reading is not:
- A test.
- About getting through every page.
- Asking a bunch of comprehension questions.
- Getting the child to point, label, or answer on command.
Shared reading is:
- Connection.
- Being with the child in the book.
- Noticing what they notice.
- Modeling language in a meaningful context.
- Making literacy feel inviting instead of demanding.
When the goal shifts from performance to connection, shared reading becomes more accessible for everyone involved.
It also becomes easier to recognize participation in all its forms: a smile, a glance, a repeated button press, a page turn, a laugh, a request to read the same book tomorrow.
Those moments matter.
Repeat, repeat, repeat
If you take one thing from this post, let it be this: you do not need a new book every time.
Re-reading the same book is not boring. It is supportive.
Repetition helps:
- build familiarity
- lower pressure
- strengthen understanding
- create anticipation
- provide more opportunities for AAC modeling
- support participation
When a child already knows the rhythm of a book, they do not have to spend as much energy figuring out what is happening. That frees up space for connection, language, and engagement.
The adult benefits too. When you know the book well, it becomes easier to choose words to model, pace yourself, and feel more confident in the interaction.
If you want to make shared reading feel more doable, repetition is one of the best tools you have.
A simple way to start
If you are still feeling unsure, here is a simple framework to keep in mind:
One book.
A few words.
A supportive setup.
No pressure.
Repeat.
That is enough to begin.
Focus on consistency, not complexity.
You can start small and still make it meaningful
Sometimes people wait to start shared reading because they think they need more time, more training, more materials, or a better setup before they begin.
But often, what makes the biggest difference is not doing more. It is starting smaller.
- Read one book.
- Model a few words.
- Let the child move.
- Adjust your pace.
- Read it again.
That is a meaningful beginning.
And when that beginning is grounded in connection, access, and flexibility, it can grow into something really powerful over time.
Final thoughts
If you have been unsure how to start shared reading with AAC users, remember this:
- Starting small is enough.
- One book, a few modeled words, and repeated opportunities are a strong place to begin.
- Shared reading should feel inviting, not performative.
- Repetition builds confidence, familiarity, and access.
You do not need to do it perfectly. You just need to begin.
If you want a more supported roadmap for getting started, my e-book walks through shared reading with AAC users in a practical, affirming way and can help you feel more confident about what to do, what to model, and how to make the experience more accessible and meaningful.
by Megan | Mar 23, 2026 | AAC, aided language input, aided language stimulation, blog, books, emergent literacy, modeling, tips, training
When people think about reading with a child, they often picture sitting close, looking at the pages together, listening quietly, answering questions, and making it through the whole book from beginning to end.
But for many AAC users, reading together may not look like that at all.
It may look like glancing at a page and then looking away. It may look like listening while jumping on the trampoline or running around the room. It may look like smiling at a favorite line, reaching toward a picture, vocalizing during a repeated phrase, activating a word on an augmentative and alternative communication (AAC) device, turning a page, repeatedly opening and closing the book, flipping quickly through the pages, or only reading one or two pages.
And all of that is still reading together; it all still counts.
All of these examples are just some of the reasons why I love talking about shared reading, and why it matters so much.
For AAC users, shared reading is about so much more than “reading the story.” It is an opportunity for connection, communication, language modeling, literacy learning, and participation in an experience that should belong to every child.
What is shared reading?
Shared reading is exactly what it sounds like: reading a book together in a way that invites connection, interaction, and participation.
It is not about asking a bunch of questions to quiz them on what they know, getting through every page, expecting one type of response, or any response at all. Instead, shared reading is a back-and-forth experience where the adult and child engage with the book together through pictures, words, AAC modeling, gestures, reactions, repeated lines, page turns, facial expressions, comments, and shared attention and enjoyment.
For AAC users, shared reading can be a powerful way to support both communication and literacy in a meaningful, accessible way.
My favorite part is that shared reading does not have to be rigid to be effective; in fact, it’s better if it’s not. It can be playful. It can be sensory-filled. It can be brief. It can be repeated. It can be adapted to meet the child where they are. It can look different from one child to the next.
That flexibility is part of what makes it so powerful.
Shared reading is more than story time
Shared reading is not a passive activity—something nice to do if there is time, or something mostly meant for entertainment.
Shared reading offers so much more than that.
It’s an opportunity to build language through meaningful language modeling.
It’s an opportunity to expose children to books, print, ideas, and vocabulary.
It’s an opportunity to create predictable routines around literacy.
It’s an opportunity to connect with another person around something enjoyable.
It’s an opportunity for a child to participate in literacy before they can read conventionally.
These are important opportunities for any child, but for AAC users, they are especially vital.
Shared reading creates access to language-rich, literacy-rich experiences right now, not later. It does not ask children to prove they are “ready” before they get invited in.
Shared reading is a literacy experience
Sometimes there is an unspoken belief that literacy instruction begins only after a child can attend for longer periods, identify letters, answer comprehension questions, or use AAC in a more conventional way.
But literacy does not begin only once a child “looks” ready.
Shared reading is a perfect way to introduce and build literacy from the very beginning.
When AAC users are included in shared reading experiences, they are being exposed to:
- books and print
- vocabulary and concepts
- story structure
- repeated language patterns
- connections between spoken language, AAC, pictures, and meaning
They are also learning something deeper: that books are for them too – and that message matters.
Shared reading helps lay the foundation for later reading and writing, but it continues to be valuable as learners continue to build their literacy skills. It gives children access to ideas, language, and literacy experiences before, during, and after conventional reading skills are in place.
Shared reading is also a communication experience
Another reason I love shared reading is that books are an incredibly natural place for AAC modeling.
During shared reading, we can model:
- core words like “look, turn, more, again, go, stop, like”
- fringe vocabulary connected to the story
- comments and reactions
- feelings
- actions
- opinions
- protests
And because favorite books are often read again and again, that language gets repeated in a meaningful context.
That repetition is powerful. It strengthens connections between the reader, the child, and the language being modeled. It also lowers pressure and builds familiarity. It gives learners more opportunities to see, hear, and experience language without needing to perform on cue.
Shared reading gives us another opportunity to use AAC in natural contexts and routines —not just for requesting, or answering questions, but noticing, commenting, enjoying, wondering, and most importantly, connecting.
Participation does not need to look one specific way
When thinking about what shared reading looks like, many of us may need to keep widening our lens.
Too often, shared reading is treated as successful only if a child:
- sits still
- looks at the book the whole time
- answers comprehension questions
- points to the “right” picture
- stays until the very end
But meaningful participation can look very different.
For AAC users, participation might mean:
- leaning in during a favorite part
- anticipating a repeated line
- smiling, laughing, or vocalizing
- turning the page, whether it is “time” to or not
- pressing a familiar word on AAC, even if it doesn’t seem relevant at the time
- choosing the same book again tomorrow
- protesting a part they do not like
- moving in and out of the interaction and/or area while still staying connected
These moments matter. They signal engagement and interest.
They are no less meaningful because they do not fit a narrow or traditional picture of what reading together is “supposed” to look like. In fact, when we recognize these moments as real participation, we make more room for authentic engagement and less room for compliance-based expectations.
Shared reading can support regulation and connection
Those moments are worth noticing.Shared reading is not only about literacy and language skills. It can also be a social and regulating experience.
There is something powerful about sitting with another person, sharing a familiar book, hearing a repeated phrase, anticipating what comes next, and being invited into the experience without pressure.
For many children, that rhythm and predictability can feel grounding.
This is why sensory supports matter. Positioning matters. Pacing matters. Emotional safety matters. Physical comfort matters.
Sometimes the most meaningful part of shared reading is not a correct answer or a measurable response. Sometimes it is that a child stays close a little longer. They relax into the routine. They re-engage after stepping away for a moment. They reach for the book again later. They smile at a favorite page.
Shared reading is a place to presume potential
One of the reasons I care so deeply about shared reading for AAC users is that it reflects something bigger: the belief that all children deserve access to rich literacy experiences.
Not later.
Not once they prove themselves.
Not once they meet a specific goal.
Now.
When we offer shared reading opportunities in thoughtful, accessible, supportive ways, we are sending a powerful message:
You belong here.
Books are for you.
Language is for you.
Literacy is for you.
That is the kind of message all children should receive over and over again.
You do not have to do this perfectly
If shared reading feels intimidating, I want to say this clearly: you do not have to do it perfectly for it to matter.
You do not need the perfect book.
You do not need the perfect setup.
You do not need a child to attend in one specific way.
You do not need to ask all the right questions.
You just need a starting point, a willingness to connect, and the belief that this experience is worthwhile.
Start with one book.
Read it again.
Model a few words.
Slow down.
Notice what the child notices.
Let the experience belong to both of you.
That is enough to begin.
Final thoughts
Shared reading matters for AAC users because it is not just story time; it’s so much more.
It is access.
It is connection.
It is communication.
It is literacy.
It is belonging.
And every child deserves that.
If shared reading with AAC users is something you want to feel more confident about, I created my e-book “Shared Reading with AAC Users: A Neurodiversity Affirming Guide” to help. Inside, I share practical, neurodiversity-affirming ways to make shared reading more accessible, meaningful, and enjoyable so you can feel empowered to start reading with your AAC users right away.
by Megan | Dec 16, 2023 | AAC, aided language input, aided language stimulation, blog, continuing education, core vocabulary, fringe vocabulary, modeling, prompt hierarchy
It’s the busiest time of the year! Wrapping up the year, buying gifts for all you love, finding time to celebrate with all your friends and family, you may feel like you are running around endlessly, the last thing you should have to worry about is making sure you have all of your continuing education units (CEUs) done to renew your licenses and certifications. 🤪
Before you close this window and start running around again, take the time to read to the end of this post, ‘cause I’ve got a way for you to rack up a bunch of CEUs for FREE! **Bonus if you want to learn more about AAC – these CEUs are AAC focused**
Ready to get started? Here we go!
- You will be redirected to a login page where you can create an account or, if you have an account within any Tobii Dynavox or Boardmaker programs, use that account login and password.
- After you log in you will be redirected to the Learning Hub, where you can start racking up those CEUs! Click on “Course Catalog” to see all the courses offered.
- Once you see the list of courses, you can also open the categories further to see additional specific courses.
That’s it – you are ready to rack up a bunch of free CEUs to finish out your requirements for the end of the year, or whenever you need it!
If you work through any of these courses and find one that you really like, let us know in the comments so we can check it out too!
by Megan | Jun 24, 2023 | AAC, aided language input, aided language stimulation, blog, modeling
There are so many AAC apps out there – trying to learn all of them so that you can help provide access to those most beneficial for those you work with can be overwhelming, to say the least!
However, let me reassure you that:
- You don’t have to learn ALL the AAC apps/devices simultaneously!
- You don’t have to know ALL the AAC apps/devices before you can start providing AAC therapy.
- You can take your time and learn the apps/devices – building up your knowledge and AAC app repertoire one step at a time!
To illustrate this point, let me share a little bit about my journey as an AAC-loving SLP. Hopefully, this will reassure you that you are doing wonderfully, right where you are.
When I started as an SLP, 20 years ago, my first job was in a small elementary school that had one classroom for each grade K-6, two Exceptional Student Education (ESE) Pre-K classes, and four additional self-contained ESE classrooms and I was the only SLP. My caseload was huge and I was constantly on the run. There were lots of things that were difficult about being the only SLP (I’m sure some of you can relate) but I also learned so many invaluable things that have helped me become the SLP I am today.
You may be thinking, “That’s great, but how does this all relate to AAC?” – I’m getting there I promise – just stick with me. 😉
The majority of the students in the four self-contained ESE classrooms, and some of the students in the ESE Pre-K classrooms were non or minimally speaking and needed access to AAC. Thankfully, I knew in grad school I wanted to work with AAC users, however, as a clinical fellow, I still had a lot to learn. But, I did it scared and jumped in with two feet!
As I was learning, on (and off) the job, Dynavox (before they were Tobii Dynavox) was the company that produced the first high-tech devices that I introduced and used with the students I was working with. There were other devices and companies out there and I knew a little bit about them but not everything or much – and that was ok. I started out learning about ONE system. I started on an even smaller scale, learning one feature, option, use, etc, and then moving on to the next.
See how I’m bringing this all back around?
No matter where you are on your AAC SLP journey, there will always be learning opportunities. Take your time, focus in on what you want to and/or need to learn, and start there.
- Have a learner that is using LAMP? Start there…
- Like the layout of Touchchat? Start there…
- Have a learner that needs bilingual support offered by Coughdrop? Start there…
- You get the idea…😀
Don’t forget that you can learn alongside your AAC users as well! That is definitely what I did during that first year as an AAC SLP – and beyond. I think that it is great to learn alongside your learners. It shows the learners that it is ok that they don’t know how to use the device perfectly immediately. You are demonstrating a growth mindset, problem-solving and so much more!
We don’t have the luxury, or the time, to wait to start providing AAC therapy until we know all the different systems, devices, etc – our learners need us now, just as we are, learning alongside them. So, what AAC system/device are you going to learn next?
by Megan | Dec 29, 2020 | AAC, aided language input, aided language stimulation, core vocabulary, modeling, YouTube
Are you looking for fun ways to incorporate core vocabulary, early first words and literacy into therapy sessions and/or daily routines but not sure what books to read and/or how to focus on specific words while reading?
Core vocabulary and literacy – a perfect match!
You’re in luck! I am going to introduce you to one of my favorite books to read, focusing on the core vocabulary word “GO”. I am also going to show you examples of how I might read this book with students to provide lots of opportunities for communication partners to model the word “GO” as well as opportunities for students to imitate and/or initiate communication with that word.
Ready? Here we GO!
Let me introduce you to “Busy Trucks on the Go” – a picture book filled with engaging scenes featuring various trucks and vehicles that kids may see throughout their day. The illustrations are narrated with simple rhyming text that labels the name of the vehicle as well as providing a clue as to the job the vehicle helps perform within the community. This mix of engaging, colorful illustrations and rhyming, rhythmic text make this book a fun read for kids and adults alike!
Something to note is that the word “GO” is not included frequently within the text and therefore, the reader should not rely on the text alone to provide opportunities for modeling “GO” for students. However, opportunities to model “GO” do appear frequently when looking at and chatting about the illustrations of the trucks and vehicles as well as the adventures of a boy and his dad as they move about town seeing the various vehicles.
Modeling Core Vocabulary while reading…
This book lends itself very easily to engaging in shared reading between an adult and student – sharing observations about the illustrations such as:
Where are the vehicles are “GO”ing?
The cement is “GO”ing out of the cement truck.
Dirt is “GO”ing in the dump truck.
Dad’s truck can not “GO”.
Water is “GO”ing out of the fire hose.
Where are the people are “GO”ing?
Remember…
Follow the lead of your students or whomever you are reading with during shared reading, modeling various vocabulary as you read. While you may be focusing on one core vocabulary word in particular, modeling a variety of words demonstrates that there are no “right” or “wrong” words and that you can say lots of different things about the same picture.
I need this book!
Ready to add this book to your library? Follow the link below to purchase this beautifully illustrated and engaging book:
Busy Trucks on the Go: https://c8314.paperpie.com/p/3737/busy-trucks-on-the-go
Remember – there is no right or wrong way to read a book – just keep reading!
By the way…
P.S. If you are a visual learner or just hang out on YouTube – you can watch this content come to life there: https://youtu.be/2rA-gROzCF0
by Megan | Dec 21, 2020 | AAC, aided language input, aided language stimulation, core vocabulary, modeling, Sensory, YouTube
Are you looking for fun ways to incorporate core vocabulary, early first words and literacy into therapy sessions and/or daily routines but not sure what books to read and/or how to focus on specific words while reading?
Core vocabulary and literacy – a perfect match!
You’re in luck! I am going to introduce you to one of my favorite books to read, focusing on the core vocabulary word “GO”. I am also going to show you examples of how I might read this book with students to provide lots of opportunities for communication partners to model the word “GO” as well as opportunities for students to imitate and/or initiate communication with that word.
Ready? Let’s GO!
Let me introduce you to the “Busy Train Book” – it’s one book in a collection of Busy Books that include: Busy Car, Busy Helicopter, Busy Bug and one that is released around the holidays, Busy Santa. Each of these books includes a pull back and go vehicle that travels around four various tracks throughout the story book, with each page narrating the travels of the pull back and go vehicle.
The “Busy Train Book”: Perfect for modeling the core vocabulary word “GO”.
Additional Busy Book Titles including Busy Helicopter, Busy Car, Busy Bug, & Busy Santa
Each book has 4 tracks for traveling throughout the book!
The train in this book, and the vehicles in all the other Busy Books, are highly motivating and provide a built in opportunity to practice modeling and using the word “GO” multiple times on each page which is fantastic for early communicators – you can model “GO” while checking out the scenes around each track without reading the text.
PreK student reading and playing with the “Busy Train” book
PreK student playing with and reading “Busy Helicopter” book.
PreK student playing and reading the “Busy Car” Book
Incorporating Core Vocabulary while reading…
Opportunities to model “GO” are everywhere in the book and starts on the first page where the text encourages the readers to place the train on “start” and let it “GO”!
Modeling opportunities start on the first page!
Other opportunities to model “GO” include:
When starting the train on the track, say and model: “READY, SET, GO!”
While the train is moving along the track, say and model: “LOOK AT THE TRAIN GO!”
If the train stops you can say and model “GO” by saying “Let’s make the train GO again!”
The word “GO” is also in the text on 2 of the tracks – this is a natural opportunity to model “GO” while reading the text to build literacy skills.
The word “GO” is featured in the text as well – providing extra opportunities for modeling and literacy.
Text featuring the core vocabulary word “GO” provides extra opportunities for modeling and literacy exposure.
But that’s not all!
There are lots of additional Core Vocabulary to model while reading as well!
While this book lends itself to easy and frequent modeling of the core vocabulary word “GO”, there are lots of other core vocabulary words that can be modeled throughout this book, including:
There are many opportunities to model “LIKE” throughout the book!
There are many opportunities to model the core word “LOOK” while reading.
Don’t forget to ask questions while reading and modeling!
“TURN” is easy to incorporate often while reading.
A great opportunity to practice asking for help!
There are lots of prepositional concepts throughout the book to chat about as well!
Remember…
Follow the lead of your students or whomever you are reading with, modeling various vocabulary as you go. The illustrations within the book are beautiful visual scenes filled with lots of different objects, actions and places to explore and chat about!
I can’t wait to incorporate literacy, AAC & play!
Ready to add this book or others from the Busy Book collection to your library? Check them out here:
Remember – there is no right or wrong way to read a book – just keep reading!
Just keep reading!
One final note…
P.S. If you are a visual learner or just hang out on YouTube – you can watch this content come to life there: https://youtu.be/ScWO9dTYmfE
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