The authors point out that although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. This article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children’s goals related to listening comprehension, vocabulary, and syntactic relationships.
Breit-Smith, Allison, Busch, Jamie, and Gup, Ying. (2015). Sharing Expository Texts with Preschool Children in Special Education. Sig 1 Perspectives on Language Learning and Education, 22, 93-102