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 | Feb 3, 2024 | blog, books, emergent literacy, Sensory extension activities, tips
Sometimes, when you are stuck thinking of something you can do in therapy, to highlight literacy, or simply in play, you may think you have to come up with something new but read on to find out why you don’t and why repeating the same things can be beneficial for all learners.
Repeating things we’ve done before and maybe making them a little different is called “repetition with variety” and it’s a very important, research-backed technique that helps learners of all ages learn, understand, and retain new information, concepts, etc. A really simple way to think about it is: that repetition with variety is doing the same thing while also making it different. Sound confusing? Let me explain…
My favorite way to explain and use repetition with variety is with a book. It’s as simple as:
📚 read an engaging book
📚 engage in an extension activity related to the book
and then in the next session:
📚re-read the book
📚engage in a different extension activity related to the book
Here’s another example:
- Read “If You Give a Mouse a Cookie”
- After reading, learners can share their favorite type of cookie through a predictable chart with the stem: “My favorite cookie is _____.”
- Next session you re-read the book.
- After re-reading, learners can review the chart and then graph the different types of cookies to see which one is most liked.
- Additional extension activities could be:
- Sequencing the story
- Tasting cookies
- Making cookies
- Creating your own “if/then” scenarios to add to the book or write your own
- So many more!
As you can see, you can repeat the cycle – using repetition with variety – as many times as you want. Through repeating the reading of the book you are helping build literacy confidence in the learners and I promise they aren’t bored reading the same book. In fact, as readers become more familiar with the text through the repeated readings they may start to join in on reading the story with you!
Any questions about repetition with variety? Drop them in the comments on this post.
Until next time – happy reading!
~ Megan
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