Abstract:

This study is based on the sociocultural theory of reading and writing learning, derived from the theories of Vygotsky, Leontiev, Luria, Cole, and Scribner, which emphasize cognitive development in sociocultural contexts. Vygotsky's Zone of Proximal Development concept is revisited, highlighting the importance of scaffolding, where more capable adults or peers provide support in children's learning. Shared reading of stories is conducive to this process, facilitating shared understanding and problem-solving.

Shared reading of stories has been studied for its value in language and literacy development. It is an ideal context to study these skills. Strategies such as dialogic reading and the use of open-ended questions have proven effective in enriching children's vocabulary and language structure. Additionally, shared reading is particularly beneficial for children with speech difficulties. It provides a narrative co-construction environment where a more experienced narrator supports the child's reading activity.

The study highlights the importance of narrative co-construction strategies to support learning in children with cerebral palsy (CP) using Augmentative and Alternative Communication (AAC) systems. Previous research has shown how these strategies can be employed in the classroom, creating real engagement and authentic communication opportunities.

The research strategy was qualitative and based on case studies. Shared reading sessions were conducted as a context to stimulate narrative co-construction. Four children with CP using AAC and their teachers participated in the study. The study took place in the only specialized center for children with cerebral palsy in Montevideo, Uruguay, in 2021. High and low-tech AAC devices, adapted to each participant's needs, were used.

Analysis of the sessions revealed the use of various scaffolding strategies, such as open-ended questions, written reference, pointing, and expansion. These strategies were primarily directed toward low levels of semantic complexity, such as indication, labeling, and description. The constitutive question was the most used technique, followed by the closed, expansion, and comprehensive questions.

The results demonstrate the importance of shared reading of stories as an enriching activity for language and literacy development in children with cerebral palsy using AAC. Scaffolding strategies used by adults and the adaptation of technological resources to the children's needs are essential to maximize the benefits of this activity.

Keywords:

Shared reading, Cerebral palsy, Augmentative and Alternative Communication, Special Education.