How to Read Like a Speech Pathologist: 6 Simple Ways to Make Story Time More Interactive
If you've ever watched a speech pathologist read a book with a child, you may have noticed that we don't always read the book from beginning to end! We might stop to talk about a picture, make an animal sound, repeat a word, sing a familiar part of the story, or even skip some of the words on the page.
I use books every day as a speech pathologist, and I regularly encourage parents and caregivers to read with their children as often as possible. Reading together is such a lovely way to support children's language, communication and early literacy skills but it doesn't have to feel like a lesson.Parents sometimes notice that I am doing something slightly different when I read with their child and want to know what they can do at home. So, I thought I'd share some of my favourite ways to make story time a little more interactive!
You don't have to read every word! This is probably the biggest thing I want parents to know. When we're reading with a young child, the goal isn't necessarily to get to the end of the book. The book itself is a tool for interaction. Sometimes we'll spend several minutes looking at one page because that's what the child is interested in, and this is also called following the child’s lead but I’ll talk more on that later! We might talk about the characters, name objects, make sounds, practise a particular word or simply enjoy looking at the pictures together. And that's okay! In fact, following your child's interests can be a wonderful way to create opportunities for communication.
Here are six simple things you can try during your next story:
Talk About the Pictures
You don't have to read every word on the page. Instead, pause and talk about what you can see.
You might say:
“Look! What's that?”
“There's a dog!”
“Where is the ball?”
“The boy is running.”
“I can see a big truck.”
For younger children, you can keep it really simple. You might point to a picture and label it:
“Dog.”
Then expand it slightly: “Big dog.”
Or: “The dog is running.”
This gives your child lots of opportunities to hear language without feeling like they are being tested.
Give this a try:
If your child points to a cat, you don't necessarily need to ask, “What's that?”
You can simply respond:“Cat! It's a fluffy cat.”
You're modelling language for them while keeping the interaction enjoyable.
2. Don’t be Afraid to Repeat the Same Book
I know that reading the same book for the 10th, 20th or 50th time can feel a little repetitive but repetition is actually incredibly useful for children's learning. The first time you read a book, your child might simply be enjoying the story. After several readings, they may start to:
recognise familiar words
anticipate what happens next
join in with repeated phrases
name familiar characters
complete a sentence
make sounds associated with the story
retell parts of the story
So if your child has a favourite book,lean into it. Trust me, kids LOVE to hear the same story many, many times! It surprises me some days how many kids continuously pick the same book with the same level of enthusiasm. You don't need to constantly find a new book to keep things interesting!
Keep this is in mind for your next story time: If there's a phrase that appears repeatedly, pause before saying it and give your child a chance to join in. Over time, they may start filling in the missing word themselves.
3. Add Actions, Sounds & Songs
Books don't have to be quiet! Adding actions, sounds and familiar songs can make reading much more interactive- particularly for toddlers and younger children.
You could:
👏 clap
🐸 make animal sounds
🚗 make vehicle noises
👋 wave
⬆️ point up
🎵 sing a familiar phraseFor example, if a book is about a bus, you could sing: “The wheels on the bus…” and add the actions, if there's an animal, make the animal sound, if a character is jumping, jump together! These actions give children another way to participate in the story, even if they aren't yet using many words. And sometimes, children who are reluctant to talk will happily join in with a sound or action first.
4. Follow Your Child’s Lead
This one seems quite simple however it’s incredibly effective and often overlooked. If your child is fascinated by the dog on the page, talk about the dog! If they keep pointing to the truck, talk about the truck. If they want to turn back to the previous page, go back! Following your child's interests can create much more natural opportunities for communication than trying to make them answer a long list of questions.
5. Pause & Give Your Child A Turn
Sometimes the best thing you can do is stop talking! This can be surprisingly difficult because, as adults, we often feel like we need to keep the conversation going but giving your child a little bit of extra time can create an opportunity for them to communicate. Try pausing during a familiar part of the book, for example:
“Brown bear, brown bear, what do you…?” Pause.
Your child might say the word or they might make a sound or point or use a gesture or simply look at you. Remember..
All communication counts!
You don't need to insist that your child says the exact word. So, if they point to the picture, you can acknowledge that communication and model the word for them.
6. Expand What Your Child Says
This is another strategy I use frequently in speech pathology sessions. When your child says something, try adding a little bit more language.
For example:
Child: “Truck.”
You: “Big truck!”
Child: “Dog running.”
You: “Yes! The dog is running.”
Child: “Baby sleep.”
You: “The baby is sleeping.”
You don't need to ask your child to repeat your sentence instead, you're simply providing a slightly longer model for them to hear. Over time, these little moments can help children hear how words fit together into longer phrases and sentences.
What if my child won't sit still for a book?
This is something parents ask me about all the time and something I have to always be prepared for in sessions. Reading with a toddler doesn't necessarily mean sitting perfectly still and listening to an entire story from beginning to end.
Your child might:
get up and come back
turn the pages
point to pictures
make noises
skip pages
want to read the same page repeatedly
look at the pictures without listening to every word
Try to follow their interest rather than turning reading into a battle. You can read while they're moving around, you can talk about the pictures they're interested in you can let them turn the pages! The goal is to build positive associations with books and communication, not negative ones with lots of ‘rules’.
A Final Tip From Me
If you take just one thing away from this, I'd make it this: Don't worry so much about reading the book “correctly” instead, think about how you can make the book interactive. And remember that you don't need to be a speech pathologist to support your child's communication at home. Small changes to everyday activities like reading can create lots of opportunities for your child to listen, understand, communicate and learn. If you have concerns about your child's speech, language or communication development, a speech pathologist can help you understand what is going on and provide strategies tailored to your child's individual needs.
About City Beach Speech
I'm the speech pathologist and founder of City Beach Speech, providing paediatric speech pathology for children and families across Perth's inner western suburbs. I support children with speech, language, communication, fluency and early literacy, with mobile appointments available. If you're concerned about your child's communication or simply want some guidance about whether speech pathology could help, you're welcome to get in touch! Click on the Appointments tab to book your session!