by Megan | May 25, 2026 | AAC, aided language input, aided language stimulation, blog, book recommendations, books, continuing education, core vocabulary, emergent literacy, fringe vocabulary, modeling, Sensory, Sensory extension activities, tips, training
The “Story Time” Box
When I say “story time,” what comes to mind? Do you picture a teacher or librarian reading to learners who are sitting on a rug? Or maybe you think of bedtime, reading them a story before tucking them into bed. While these are both wonderful ways to picture “story time”, they aren’t and shouldn’t be the only images we think of. Shared reading or “story time” can happen anywhere and at any time.
Here’s the biggest reason we need to widen our literacy lens to include shared reading into our whole day. If we only open books during these specific, rigid windows, we limit our AAC users’ exposure to literacy and miss out on high-engagement moments throughout the rest of the day. The good news is that shared reading doesn’t require a designated “literacy block.” Today, we’re breaking down how to effortlessly weave literacy into the natural spaces of your entire day without adding more tasks to your to-do list.
Literacy in Transition Zones
While transitions might not be the first place you think of when looking for areas to add more literacy into your day, they are actually a perfect time.
- Why: Transitions (waiting for the bus, sitting in a waiting room, moving between activities) are often high-anxiety or high-boredom zones. Books provide a grounding focal point and a way to keep minds and hands busy.
- Actionable Ideas:
- Keep a “car book basket” for regular commutes or a book cart in transition areas of the home or classroom so learners can grab a book to read while they wait.
- Use short, high-interest digital books on a phone or tablet while waiting in lines, or bring a book bag filled with quick reads that you can easily share if the waiting is longer than expected.
- AAC Modeling focus: Go, Wait, Stop, Open, Look.
Environmental Print & Functional Reading
- Why: Literacy isn’t just found in the pages of a book. It’s all around us. Pointing out letters and words in the environment allows learners the opportunity to interact with them in multiple environments.
- Actionable Ideas:
- In the Kitchen: Read the steps of a recipe together while making a snack, or point out logos on cereal boxes, juice cartons, etc.
- Out and About: Point out stop signs, grocery store aisle markers, or giant billboards.
- AAC Modeling focus: Eat, Make, Big, See, Stop.
Play-Based Reading (Bringing Books to the Toys)
- Why: Meeting the learner where they are already regulated and happy. By bringing the book to them, you take away the frustration that might come from moving away from a preferred activity to reading. By bringing a book directly to their preferred toys, you are utilizing the sensory anchors we discussed in week 5 to pair high-interest concepts with natural language.
- Actionable Ideas:
- Bringing a book about construction vehicles directly into the sandbox or rug where they are playing with toy trucks.
- Read one page that matches what the toys are doing, giving language to their play that matches the book.
- AAC Modeling focus: Words like Up, Down, Crash, More, Like.
The “Routine Planner” Reminder
In week six of this shared reading series we talked about shared reading at home and shared a “home routine planner” highlighting a variety of ways that you can add books into specific routines to integrate literacy throughout the day. While you may be able to incorporate some of these into your classroom or therapy session, others may be only for routines at home.
However, using this mindset that you can incorporate literacy into all parts of your day, think about the different routines and activities that are staples in your classroom or therapy sessions. What books could you incorporate into that routine? Could you add in an extension activity to further the learning even more? This repetition with variety freebie may help you get your creative juices flowing.
Building beyond story time
If you’re feeling motivated and ready to start embedding literacy throughout the day but feel like you could still use some more guidance, my my e-book, Shared Reading with AAC users, gives tangible examples and ideas on starting and implementing shared reading throughout your day. And, because embedding literacy throughout the day is much easier when you don’t have to spend hours prepping the materials, I’ve got some ready to go sensory based literacy kits available in my shop that will make planning and prepping a breeze.
Before you go, share in the comments: What is one routine in your day where you could easily slip in a 2-minute story?
by Megan | May 11, 2026 | AAC, aided language input, aided language stimulation, blog, book recommendations, books, continuing education, core vocabulary, emergent literacy, fringe vocabulary, modeling, Sensory, Sensory extension activities, tips, training
We Finished the Book… Now What?
Stop!
Don’t put the book away yet!
You have finished your shared reading activity, but that is just the beginning! The connection that is created during shared reading can be used as a springboard for follow-up activities that turn a single story into a week-long learning experience.
Follow-up activities help deepen the connections between the reader and the story while promoting generalization of core vocabulary and bringing other themes, concepts, etc., to life. In this post, we will discuss five simple, no-prep activities that focus on engagement over “work” and show you how the learning doesn’t “stop” once the book is finished.
Activity 1: Predictable Chart Writing
Predictable chart writing is a collaborative writing activity where each learner completes the same sentence frame based on a concept or idea from the book that was read during shared reading (e.g., “On Monday, I ate _____”). The repetitiveness of this structure allows for consistent and repeated modeling of core and fringe vocabulary, lets the learner see their spoken words turned into text, and provides practice for emergent writing.
The full concept of predictable chart writing includes additional steps and teaching strategies focused on building print knowledge and sentence-building skills, etc., and you can dive even deeper into it here: https://project-core.com/professional-development-modules/.
While there are multiple steps to completing the full predictable chart writing process, you can start simple, writing your sentence frame on a whiteboard, poster paper, construction paper, or even a digital tablet. The focus should be on deepening the connection between the reader and the story and building their literacy skills through emergent writing and expression.
Activity 2: The “Story Retell” Sensory Bin
In the post “How Sensory Supports Can Make Shared Reading More Accessible and Engaging,” we talked about creating “literacy kits” or “story bins” to keep learners engaged during shared reading and build connections between the learner and the story. Providing learners access to these story bins after shared reading, during a center or open-ended play time, is a great way to encourage them to retell the story in their own way and deepen their connections to the story.
While observing their open-ended play and interactions with these literacy kits, we have additional opportunities to model core and fringe vocabulary that matches what they are doing in play, as well as reference back to the story and what they might be retelling through their play. If you need some reminders on what to model during these activities, this post might be helpful.
Activity 3: Text-to-Self Connections (The Photo Hunt)
Building connections between the text within a story and the lives of readers is a very powerful way to help readers engage with stories and see that the things they read about are all around them. One fun way to do this is to go on a photo scavenger hunt, looking for things that they read about in the story.
For example, if they read about a “big” dog, go on a scavenger hunt for other “big” things, and snap a picture of one when you find it. This brings what could be abstract concepts back to concrete thinking and shows how these concepts appear within the readers’ real lives. A bonus activity could be compiling all the pictures into a book to add to their bookshelves to revisit at a later date.
Activity 4: Digital “Book Trailers” or Recaps
One of my favorite things about being a reader is telling other people about my favorite books and why they should read them. Why not give that same experience to your learners?
There are many ways that you can do this using apps such as Pictello, Canva, Google Slides, or just your camera roll, taking pictures of the learners’ favorite parts of the book and pairing those pictures with the learner sharing about that part of the book in their own words.
This activity builds narrative skills and gives the learners a “product” they can show off to others through their AAC device. (Bonus points if you embed the video into a button on their device for them to show others!)
Activity 5: Character “Check-ins”
Social-emotional learning and teaching descriptive vocabulary lend themselves to acting and experiencing. Often, characters are described by what they look like, what they are doing, or what they are feeling. While illustrations can sometimes show these descriptions and emotions clearly, other times they are more difficult to determine from illustrations alone.
This is where the character “check-ins” can be really helpful, not to mention fun! Learners can act out the emotions that the character is feeling. If the character is “mad”, everyone can make their “mad” face and find “mad” on their AAC system. If they are being “silly”, everyone can show what they think “silly” looks like and find that word on their AAC system as well.
Not only does acting these things out help deepen the connection between the characters and the readers, but it also teaches them how to locate and use these important words in calm and engaging environments so that they will learn to use them in environments when they are feeling “mad” or “silly” themselves.
Which one will you try first?
After reading through these different ideas, I hope that you see how much more learning and fun can be done once you reach the last page of the story. Remember that shared reading is just the beginning of the lesson, and the connection that you create during that routine can be deepened and continued long after you close the book.
If you are looking for some “ready-to-go” literacy kits with interactive extension activities prepped and ready to go without any extra work on your end, check out my sensory-based literacy kits available as full kits with the book included, kits with just the materials, and digital downloads.
Before you go, share in the comments which activity you are excited to try first with your learner(s) as a way to extend and deepen your connection to the story!
by Megan | Apr 6, 2026 | AAC, blog, book recommendations, core vocabulary, emergent literacy, fringe vocabulary, modeling, tips, training, Uncategorized
One of the questions I hear all the time
“But what am I supposed to model?”
This is one of the most common questions I hear when I share about shared reading, and it makes sense. As professionals, parents, and caregivers of AAC users, we want to be doing what feels helpful, meaningful and supportive.
There are a lot of different words you could model during shared reading with AAC users, and that can definitely feel overwhelming. The good news is: you don’t need to model everything, and there are no perfect words you have to choose in order for shared reading to be meaningful.
You do not need to model everything
When you think about shared reading, you may immediately think about reading the text on the page. However, if you have read my previous posts about what shared reading is, and how to start shared reading, you know that shared reading can look a lot of different ways.
Shared reading is not about covering all the text in the book or modeling every word. In fact, you do not even have to model words directly from the text. You can model words that describe the pictures, words that connect to something the learner notices, or a word or two you chose ahead of time that you can naturally repeat throughout the reading.
Remember that connection is the goal during every shared reading opportunity, so if modeling words feels overwhelming and starts to take away from the connection, it is ok to scale back the amount and variety of words you are modeling.
Start with a few core words
If you are just getting started with shared reading or reading a book that is less familiar to you, it might be helpful to read through the book ahead of time and jot down a few possible words on sticky notes. You can place the sticky notes right on the pages, so the words will be there when you are ready to read.
To keep things simple, focus on just a few core words.
While there are no “right” or “wrong” words to model, these are words I have found myself using across many different books:
- look
- turn
- more
- again
- go
- like
- stop
- big
- little
- funny
Starting with core vocabulary can be especially helpful because these words are flexible and naturally show up across routines, conversations, and books. That makes them easier to model consistently.
I also love modeling core vocabulary during shared reading because the words do not stay stuck inside the book. They can carry over into the child’s day, helping build connections between the story and real life.
You can also model fringe words that matter
While core vocabulary might be the go-to vocabulary to model during shared reading, don’t forget about fringe vocabulary.
Story-specific words and themes absolutely have a place in shared reading, especially when they connect to what catches the learner’s attention. That might include:
- animal names
- food
- characters
- actions from the story
- favorite objects or themes
Core words may show up more often, but fringe words can sometimes be the thing that helps build excitement and buy-in. If a fringe word is meaningful, interesting, or motivating, it is absolutely worth modeling.
Model comments more than questions
If you read my previous post about starting shared reading with AAC users, you know that shared reading is NOT about performance and is not a test.
It can be easy to default to questions such as:
- What is that?
- What color is it?
- What is he doing?
- Can you point to…?
But one powerful shift is to model comments more often than questions.
Some examples of comments you can model during shared reading include:
- I like that.
- That’s funny!
- Uh oh!
- Look!
- Let’s turn the page.
- Wow!
- There he goes.
- I see it.
Comments are a great way to draw attention to the illustrations, the action, and the emotional moments in a book. They often feel more natural, and they help build interest and connection without putting pressure on the learner to respond in a certain way.
Model feelings, actions, and surprises
Books are full of feelings, actions, reactions, surprises, and opinions. That is part of what makes them such a natural space for communication.
These kinds of words can be great choices to model during shared reading:
- happy
- sad
- funny
- wow
- uh oh
- go
- fall
- open
- like
- don’t like
Modeling these words in the context of a book makes language feel more natural, meaningful, and fun rather than like a drill.
Let the book guide you
By now, hopefully the pressure is starting to come down.
Not only do you not have to model every word in the book, you also do not have to model the exact same words every time. In fact, shared reading often feels more natural when you let the book guide what you model.
Some books lend themselves to movement and action words so you might model more verbs. Some books bring up strong feelings, so you may model emotion words. Other books naturally invite commenting, predicting, or repetitive modeling.
Whatever book you are reading, think about a few core and fringe words you might want to use, but do not feel like you have to stick to those alone. Trust your instincts and model what feels natural in the moment. That is often where the best connection happens.
Keep it natural
Nothing disrupts connection during shared reading faster than making it feel like a task that has to be completed.
We want shared reading to feel inviting and enjoyable so that learners will want to return to it again and again.
As you plan for shared reading, keep these ideas in mind:
- Model naturally, not constantly
- You do not have to model on every page
- The goal is connection and access
- Repeated, meaningful models matter more than frequency alone
- Follow the child’s interest when possible
And remember: there is no one way shared reading should look. There can be lots of movement, only a little reading, repetitive reading of favorite pages, or lots of page flipping. It all still counts.
You’ve got this!
You are ready to start shared reading right where you are.
Keep these ideas in mind:
- Start with a few words.
- Let the book help you.
- Comments count.
- Repeated words are powerful.
- You do not need to do it perfectly for it to be meaningful.
If you want more support in figuring out what to model, how to get started, and how to make shared reading more accessible, I go deeper into all of that in my e-book, Shared Reading with AAC Users: A Neurodiversity-Affirming Guide.
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.
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