Accelerate young children's participation in early language-learning with these storybooks that teach key skills in a developmental progression.
- Build vocabulary
- Learn plurals, possessives, and verb tense
- Use basic sentences
- Answer basic questions
The skills advance within each book and between the books, giving professionals and caregivers a teaching framework. The captivating illustrations and carefully crafted text prompt verbal expression and provide an enjoyable way to interact with young children.
Seven fun, durable board books help children:
- expand and lengthen utterances
- build vocabulary
- learn basic grammar and sentence structure
The Expanding Language Stories 7-book set consists of:
- Action Words—Focus on early actions and use present tense verbs (e.g., run); present participle verb forms (e.g., running) in forming simple sentences.
- Describing Words—Describe common objects and learn early concepts through opposite pairs (e.g., big/little, clean/dirty).
- Yes/No Questions—Children first identify a target object in the picture (e.g., "Where is the ball?). Then they answer simple questions about it (e.g., "Is this a ball?" "NO!" "Is this a ball?" "YES!")
- Wh- Questions—Children understand and answer simple "what" and "where" questions. Illustrations aid comprehension. Answers to the wh- questions reinforce spatial concept skills (e.g., on, under).
- Plurals—Differentiate singular and plural nouns with illustrations of "one" and "more than one" objects. One-word text on each page helps children focus on the concepts and the morphological /s/ word ending.
- Possessives—Target possessive nouns (e.g., Daddy's, Mommy's, doggy's) in simple sentences. The story sequence is an engaging game-like format: "Whose hat is this?" "Not daddy's hat!" "Not doggy's hat!" "Mommy's hat!"
- Basic Sentence Structure—Target the sentence structure, "I see a _______" through repetition and visual prompts (e.g., "I see a house." "I see a shoe."). Rebus pictures with the text help children reproduce the sentence structure.
To target the prerequisite skills of imitation and forming first words, see the companion seven-book set, Early Imitation & Emerging Language Stories.
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- Infants and toddlers with delayed speech and language skills showed significant improvements in understanding and using new words when an adult presented words in isolation and using telegraphic speech with the assistance of picture books. Children with developmental delays benefited from target word repetitions in both play and literacy contexts (Wolfe & Heilman, 2010).
- Children with fewer than 50 words and limited two-word phrases at 2 years old are at risk for later speech, language, and learning disabilities. Early intervention services are recommended to prevent later academic problems (Rescorla, Dahlsgaard, & Roberts, 2000).
Expanding Language Stories incorporates these principles and is also based on expert professional practice.
Rescorla, L., Dahlsgaard, K., & Roberts, J. (2000). Late-talking toddlers: MLU and IPSyn, Outcomes at 3;0 and 4;0. Journal of Child Language, 27, 623-644.
Wolfe, D.L., & Heilman, J. (2010). Simplified and expanded input in a focused stimulation program for a child with expressive language delay (ELD). Child Language Teaching & Therapy, 26(3), 335-346.