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Articulation Therapy: Picture Book Reading List

This guide, created in Spring 2018 by Youth Collection Graduate Assistant Natalie Weih, will help lead you in the right direction of finding youth picture books that help with articulation therapy.

Phonological Processes

"The need for an alternative approach becomes evident when this traditional approach is similarly applied to children with severe multiple misarticulations arising from an underdeveloped phonological rule system."-Kahn


This guide will help lead you in the right direction of finding youth picture books that help with articulation therapy.

This guide was created in Spring 2018 by Natalie Weih, Youth Collection Graduate Assistant.

If you have additional books from the Youth Collection to recommend for Articulation Therapy, please email Youth Collection staff at

Shared Storybook Reading

Embedded articulation/phonology intervention in the context of shared reading is when an adult and child are engaged together while reading. Visual and auditory cues, word limitations, and multiple attempts to practice the targeted sound are used. It notes that you want to refrain from having extended interruptions so the story line is maintained as well as using least-to-most hierarchy of scaffolding (Lawrence, 2014). 

Increasing a child's emergent literacy could also help with speech sound disorders due to the natural occurrence of phonemes and words in the book creating repeated exposure. Studies have shown that treatment using shared storybook reading for speech sounds increases the percentage correct for words produced (Lawrence, 2014).

The Effects of Supplemental Joint Storybook Reading

  1. Children with phonological disorders are at a higher risk for developing difficulties spelling and reading
  2. Using reading as an intervention lays a "groundwork for later reading acquisition."
  3. Storybooks can be used as long as they are selected carefully due to the patterns and frequency of the words targeted.
  4. "These data would indicate that supplementary book reading using books with a high frequency of occurrence of strident sounds is associated with higher overall gains in stridency production in students with phonological disorders."
  5. (Friberg & Lund, 2010)


Friberg, J.C., & Lund, K. K. (2010). The effects of supplemental joint storybook reading on preschool students' use of strident sounds: A preliminary investigation. Contemporary Issues in Communication and Disorders, 37, 174-180.

Khan, L. M. (1982). A review of 16 major phonological processes. Language, Speech, and Hearing Services in Schools, 13, 77-85.

Lawrence, J. (2014). Embedding a speech sound intervention in shared storybook reading. Contemporary Issues in Communication and Disorders, 41, 221-234.