Today I am beyond excited to share my latest blog post outlining a few of my favorite children’s books for speech therapy.
Plus learn a fun way a Speech-Language Pathologist could use one of these great books in their next speech therapy sessions to target specific goals.
In addition, I’ve included digital versions of the following books. **Please be sure to preview the digital versions of the books prior to reading or watching with your child or student. I have previewed all the videos myself, but you know your child or student best and your/their comfort levels with different words or detailed illustrations.**
Children’s Books for Speech Therapy
Here is a list of over 13 of the best children’s books for speech therapy that are perfect for a Speech Language Pathologist or parent looking for a fun and engaged way of working on different speech sounds and language goals.
Be sure to check out the additional growing list of great activities at the bottom of this page and add some of these children’s books for speech therapy to your school supplies list this year.
1. Bear Snores On
Bear Snores On by Karma Wilson and Jane Chapman is one of those favorite books of young readers that is all about a bear who sleeps through the long winter while his friends join him inside his cave inorder to find safety during a winter storm.
BONUS: If you like these types of books then it would be worth it to check out the new books in this bear series. There are a lot of books perfect for adding to your book collection. Such as the following books: Bear’s New Friend, Bear Can’t Sleep, Bear Stays Up for Christmas, Bear Feels Scared, Bear Feels Sick, Bear’s Loose Tooth.
Articulation:
- S- Blends- snores, sleeps, stays
Language Skills
- Sequencing – Read this book and have your stores retell the order of animals that come into the bear’s den while he is asleep to practice sequencing and order.
- Vocabulary – This book has some great elementary vocabulary. Have students describe the words heap, slurp, scuttles, tunnel up, flutter, mutter, twitter, clutter, den, lair, cave, woods, winter, and bear.
- Inferencing – Work on inference skills with your student or child by asking such as the following:
- What does bear feel like in the winter?
- What do you think bear is thinking when he wakes up?
- What do you think bear feels when he wakes up? How do you know?
- How do the other animals feel when bear sneezes and why?
- Predicting – Use these questions to prompt your student to make predictions:
- What do you think will happen when mouse starts the fire?
- What do you think the hare will do?
- What do you think badger will do with mouse and hare?
- Do you think the animals will wake bear up?
- Who do you think will wake bear up?
- How do you think the animals will make bear feel better?
- Answering WH Questions – Below is a list of WH Questions. Use these with your students who are practicing answering WH Questions.
- What animal was sleeping?
- What season was it in the story?
- Why was bear sleeping?
- What are the three different animals that go into bears cave?
- What food did the animals eat?
Language Expansion
- Making Requests – A great activity to practice language expansion is to make hot cocoa or chocolate milk with your child or student. Practice correct conversational skills, following directions or have them describe how the drink tastes.
Social Skills
- During this story, bear wakes up and sees that his friends are having fun without him. He feels upset, and then his friends find a way to include him. This is a great situation to discuss with students to increase social skills.
Digital Version:
2. The Very Hungry Caterpillar
The Very Hungry Caterpillar by Eric Carle is a beautiful story about a caterpillar who eats a variety of different foods before emerging as a butterfly. This book is perfect for students with a language disorder and working on new words, such as hatches, searches, days of the week, names of fruit, and more.
Articulation:
This is a great book to go on a sound hunt using all the pictures in the book! Have your students look and listen for worlds that have a specific sound. Use some of the ideas below to get started!
- /K/ sound – Caterpillar, came, cone, cake, cocoon
- /S/ Blends – started, still, strawberries, slice, stomachache, small, stayed
- /L/ Sound (initial, medial & final) – light, little, lay, leaf, look, lollipop, caterpillar, watermelon, small, hole, apple
Language Skills:
- Basic Concepts – This book is a great tool to go over basic concepts with your student. Go over descriptive concepts by recounting topics in the book such as big vs little, and all the colors. You could also cover quantity concepts by ordering the days one through five. This book also covers temporal concepts such as days of the week, morning, day and night.
- Vocabulary – The Hungry Caterpillar is a book filled with some great vocabulary practice words. Here are some ideas: Chrysalis, butterfly, nibbled, cocoon, metamorphosis, larva, pupa, hatch, emergy, wiggle, slice, hungry and the days of the week.
- Grammar – Practice grammar with this story as well! Target the present and past tense verbs as you read. Also practice marking the plural nouns that are read. Have your students practice the verb actions they see in the pictures.
- Sequencing – This is a great story to practice sequencing with. Have students retell the story while focusing on sequencing concepts such as first, then, next, when, after, last. You can also have your students sequence the order of foods the caterpillar ate. (EXAMPLE: First he ate an apple. Second he ate two pears etc). Another idea is to sequence the days of the week. (EXAMPLE: Mon – 1 apple, Tuesday – 2 pears, Wed – 3 plums etc)
- Describing – This book has some amazing illustrations that are great for providing description practice. Have your students describe a caterpillar vs a butterfly. You could also prompt your students to describe the different food in this story. Turn it into a taste testing activity and describe different fruits as juicy, sour, sweet, crunchy, the color, size and shape, or the category of food.
- Past Tense Verbs – This story uses many irregular past tense verbs such as lay, came, ate, was, felt, built and some irregular past tense verbs such as stayed, called and started.
- Following Directions – Use the following ideas as prompts for following directions practice:
- Show me the butterfly and tell me your favorite color on it.
- Count the number of holes on the leaf and then turn the page.
- Point to a red piece of fruit, and then touch the orange.
- Put your finger onto the caterpillar and then slide your finger toward the sun.
- Put a finger onto the egg and tap your thumb on the moon.
- Answering WH Questions – Use the following prompts as practice for answering WH Questions:
- Who is this book about?
- Where is the egg on this page?
- What happened to the caterpillar when he ate all the food and then the green leaf?
- What is a caterpillar’s small home called?
- What did the caterpillar in the story turn into?
- Multisyllabic Words – Here is a list to get started practicing multi syllabic words with your student!
- 2 Syllable – morning, tiny, cocoon, apple, hungry
- 3 Syllable – lollipop, butterfly, chocolate, strawberry
- 4 Syllable – Caterpillar, watermelon, stomachache
- Opposites – There are lots of opposites in this story! Look for these as you read – moon/sun, caterpillar/butterfly, junk food/healthy food, skinny/plump, small/big, and hungry/full.
Language Expansion
- Category Ideas – Practice language expansion skills by practicing categories with your students. After reading the book, practice sorting fruits, vegetables and junk food. You could look at what the caterpillar eats and sort food vs insects. This is a great bridge into a quick discussion on if the food eaten was healthy food or junk food.
- Comparing and Contrasting – As you read through this story, compare and contrast the food. Discuss with your students how two foods are the same and different (EXAMPLE: Both the strawberry and apple are red, but a strawberry is soft and an apple is crunchy.)
Digital Version:
3. Happy to Be Me
Happy to Be Me by Emma Dodd is a great way to work on identifying different body parts which are functional words that might be some of your students’ first words. The story goes through each body part and thanks each of them for the amazing things that they help us do. Plus the best part is the book teaches our students to celebrate what makes them, them!
Articulation:
Practice TH Articulation with the “Thank You” repetition in this story.
Language Skills:
- Body Part Vocabulary – Use this story to go over the following body parts: mouth, toes, thumbs and fingers, hands, ears, eyes, head, nose, tongue, legs, lips, teeth
- Rhyming – Practice rhyming with your student and highlight the multiple rhymes in the story as well: wiggle/giggle, to/you, hold/told, smell/well, lap/nap, chew/you, above/love.
Digital Version:
4. Press Here
Press Here by Herve Tullet is one of those favorite interactive books that many Speech Pathologists love to use when working in the schools and is a huge hit with younger children. This is a silly book filled with verbs allowing your child to work on their language development by following directions of the action given, such as press here and then making more dots appear on the next page.
Language Skills
- Colors – This book is great for your young children who need a little extra help working on identifying colors. Simply give them a simple direction, such as “Touch the red dot.”
- Following Directions – Read the story and have your student follow the 1-step directions. For example, “blow on the page” or “tap the circle.” Some of the directions do get a little more complex, such as “tap only the yellow circles” or “tilt the book to the left”.
- Basic Concepts – Descriptive Concepts (small, medium, large, colors, gently, hard), Quantity Concepts (counting, all, just, only, more, once, twice), Location Concepts (left, right, middle).
- Vocabulary Action Verbs – shake, tap, blow, rub, turn, tilt, or clap.
- Past Tense Verbs – Have the student retell you what action they or their classmate just took. For example, Sam could say, “Jason just tapped the red dot.”
- Answering WH-Questions – Ask your student’s simple questions about what they or their classmate just did. For example, “What color of dot did you just tap?”
- Predicting – Have the child or student try to predict what will happen before you turn the page. “What do you think will happen next?” My students always loved the fun element of surprise when reading this story.
- Expressive Language – Expressive language is an important skill to work on your student’s communication skills. Start by having your student explain what happened on each page. For example, if you have them tap the red circle 5 times and the next page shows 5 red circles in a line your student could explain that when they tapped the red circle 5 times it made 5 individual circles appear on the following page.
Digital Version:
5. Goodnight Moon
Goodnight Moon by Margaret Wise Brown is perfect for all of those language therapy goals on your caseload. The repetitive text helps children with speech disorders to anticipate what might come next in the story.
Articulation
- B Sound – bear, bowl, balloon
- G Sound & G-Blends – goodnight, great, green
- L Sound – little, light, lady, old, telephone, balloon, bowl, full
- M Sound – mitten, mouse, mush, moon, jumping, comb, room
Language Skills
- Vocabulary – As you go through the story, have your child or student label the different household items, toys, animals, and clothing. (moon, light, clock, sock, star, bear, chair, red balloon, cow, telephone, mittens, toy house, comb, house, and brush).
- Prepositions – There is a mouse hidden in every picture which is great for working on prepositional phrases.
- Colors – This book is great for your young children working on identifying colors. Simply have them sort the different vocabulary words by color.
- Categorization – As you read the story, have your student category sort the different vocabulary words into one of the following categories, such as toys, clothing, animal, or furniture.
Language Expansion
Here are a few additional ideas to expand on the book activity.
- Categorization – Give your child or student a room within their school or their house and have them say night night while naming 3-5 objects within each room. For example, if you give them the kitchen they could say, “night night refrigerator”, “night night oven”, “night night toaster”, etc.
- Following Directions – If you have a play house or toy animals you could give the student a 1-step or 2-step direction to follow using the toy objects. For example, “put the bear on the chair.”
Digital Version:
6. A Bad Case of Stripes
A Bad Case of Stripes by David Shannon is one of the best books for student’s with a communication disorder working on different perspectives and making inferences. You could have your older students work on interpreting facial expressions and talk about how other people might feel in a given situation.
Language Skills:
- Predicting – Practice making predictions with the following prompts:
- Why do you think Camilla got stripes?
- What do you think will happen when she goes to school?
- What could cure Camilla?
- Why did the old lady give Camilla lima beans?
- Vocabulary – There are some great vocabulary words to target while reading this story! Look for lima beans, examine, normal, experts, therapist, afraid, specialists, multi-colored.
- Sequencing – To practice sequencing, have students sequence the events in order of first, next, then, and last.
Social Skills:
- Identify Facial Expressions – A good reason to work on facial expressions is that it helps your students interpret how others feel.
Digital Version:
7. We’re Going on a Bear Hunt
We’re Going on a Bear Hunt by Michael Rosen is perfect if you’re looking for one of those repetitive books that you can use in therapy over and over again. This book follows a family getting out into nature and exploring the world before coming back home.
Articulation
- B Sound – bed, beautiful, bear, big, back, bedroom, and stumble.
- S-Blends – snowstorm, stairs, splosh, splash, swishy-swashy, stumble, squelch, squelch, and scared.
- K Sound – cave, covers, catch, can’t, back, dark, and thick.
- W Sound – wavy, wet, we’re, what, whirling, and we.
Language Skills
- Story Retell/Sequencing – Due to the repetitive nature of the book along with a clear sequence of events makes this story a great one for story retelling/sequencing.
- Spatial Concepts – Have the student practice putting the bear, “over”, “under”, “through”, “up”, “down”. You can grab a bear cutout here.
- Descriptive Words/Opposites – As you come across the different descriptive words throughout the text have your students identify the opposites for example, long/short, cold/hot, deep/shallow, wavy/straight, thick/thin, big/little, dark/bright, wet/dry, narrow/wide.
- Answering WH-Questions – Ask your students wh-questions. For example, “who is going on a bear hunt?”, “what animal are they hunting?”, “where are they now?”
- Vocabulary – As you go through the story, have your child or student label the different nature nouns (snowstorm, bear, mud, cave, grass, river, forest, and trees. You can grab some of these vocabulary words from this Boardmaker Board simply sign in to download your copy here.
Language Expansion
This book is filled with different sound effects so here are a few additional ideas to expand on the book activity.
- Sound Effects – Have your child or student act out the different sound effects, such as “splashy river” or “howling snowstorm”.
- Prepositions – Have your child act out the different prepositions (over, under, and through) with hand gestures or have your child on a bear hunt by printing out some bear pictures or grab a couple of stuffed animal bears and hide them around the house. Then have your child tell you where they found the bears. For example, “the bear was under the chair”.
Digital Version:
SEE ALSO: 430+ Free Multisyllabic Words List Activity Bundle
8. Good Dog, Carl
Good Dog, Carl by Alexander Day is perfect if you’re looking for wordless books. Using wordless picture books can be a great first step when introducing using books in therapy. The author has many more favorite wordless picture books. This story follows a dog named Carl who has to babysit while his Mom is away and even though the baby and Carl make a mess Carl is a good dog and makes sure to clear up before his mom comes home.
(This digital version is 9 min and has a 4-5 min blurb before about how this is a book with very few words, but we can use the pictures to predict, make inferences etc).
Language Skills:
- Sequencing – After reading the story, have students practice sequencing by ordering the events from first, next, then and last to show the understand the order of events.
- Describing – Practice describing by prompting your students to retell what is happening in the story.
- Predicting – Throughout the story, there are multiple chances to practice predicting by asking the question, “What might happen next?”
Digital Version:
9. The Little Old Lady That Wasn’t Afraid of Anything
The Little Old Lady That Wasn’t Afraid of Anything by Linda D. Williams and Megan Lloyd is one of the best children’s books out there. This story follows a little old lady who goes on a walk through the forest looking for herbs, nuts, and seeds and on her way home meets various clothing items that try to scare her, but she keeps telling them that she is not afraid of anything! This book is great for your older children who wouldn’t be afraid of scary clothing items following a lady home.
BONUS: If you like this story then it would be worth it to check out the different old lady series of books to add to your list of great speech therapy books. Covering the following favorite topics: There Was an Old Lady who Swallowed a Clover, There Was an Old Lady who Swallowed a Bell, There Was an Old Lady who Swallowed a Rose, There Was an Old Lady who Swallowed a Chick, There Was an Old Lady who Swallowed a Turkey, etc.
Articulation
- L Sound – lady, little, left, long, look, locked, old, walk, suddenly, stumbled, whistled, bravely, silly, middle, wiggle, still
- L-Blends – clomp, gloves, sliver, black, clap, closed
- S Sound – seeds, suddenly, so, safe, sat, saw, said, seemed, forest, whispered, whistled, inside, once, nuts, pants, pace, us
- S-Blends – spices, started, stopped, stop, sliver, stumbled, scary, scare
- Z Sound – closed, was, herbs, spices, seeds, shoes, gloves
- R Sound – ran, rocked, afraid, afternoon, forest, orange, early, farther, through, shirt, scary, started, sliver, herbs, dark, whispered, garden, her, far, were, hear, faster, near, door, chair, fire, answer, ear
- T Sound – time, two, talk, tall, afternoon, cottage, started, faster, nuts, pants, startled, brighten, whistled, left, not, went, forest, collect, night, shirt, white, hat, out, quite, fast, sat, quiet, next
Language Skills
- Story Retell/Sequencing – Due to the repetitive nature of the book along with a clear sequence of events makes this story a great one for story retelling/sequencing.
- Clothing Vocabulary – As you go through the story, have your child or student label the different clothing items (gloves, hat, shoes, pants, shirt).
- Verbs – Have the student retell you what action each clothing item took. For example, “The pants wiggled.” To take it one step further you could have the child act out the action verb.
- Answering WH-Questions – Ask your students wh-questions. For example, “Which item goes clap, clap?”, “Why was the old lady in the forest?”, “Where was the old lady headed to after it got dark?”, or “What action does the hat do?”
Language Expansion
Here are a few additional ideas to expand on the book activity.
- Sound Effects – Have your child or student act out the different sound effects, such as “pants wiggling” or “gloves clapping”. (Shoes – stomp your feet, Pants – wiggle your body, Shirt – shake your arms, Hat – nod your head, Gloves – clap your hands).
- Categorization – If you have some play clothes or pictures of clothing items you could have the child practice separating out the clothes into different categories. For example, you could have your child or student identify clothing that fall into summer clothes versus winter clothes.
Digital Version:
SEE ALSO: 21 Best Reinforcement Games for Speech Therapy
10. Polar Bear, Polar Bear, What Do You Hear?
Polar Bear, Polar Bear, What do You Hear by Bill Martin Jr. & Eric Carle is a fun and adaptive book that you can use to work on animal vocabulary, animal sounds, sequencing, and answering wh-questions. This story is similar to Brown Bear, Brown Bear in that each animal introduces the next animal and the sound it makes.
Articulation
- Vocalic R – roaring, leopard, ear, snorting, snarling, hear, polar bear, boa constrictor, zookeeper
- Initial H – hear, hippopotamus, hissing
- L Sound – lion, leopard, flamingo, elephant, snarling, yelping, walrus, bellowing, whistling, children, growling, polar bear, fluting,
Language Skills
- Vocabulary Animal Names – As you go through the story, have your child or student label the different animals (lion, polar bears, hippo, zebra, snake “boa constrictor”, elephant, peacock, leopard, walrus, and flamingo).
- Symbolic Noises – Have your child identify the different animal sounds as you come across each animal in the story.
- Answering WH-Questions – Answering the question, “[animal name] what do you hear?”
Language Expansion
Here is an additional idea to expand on the book activity.
- Categorization – If you have some play animals you could have the child practice separating out the play animals into the different categories. For example, you could have your child or student identify animals that fall in all three animal categories of pets, farm animals, and zoo animals.
Digital Version: Ends at 3:45
11. Dear Zoo
Dear Zoo by Rod Campbell is one of those highly engaging flap books about a young boy who writes to the zoo asking them to send him a pet. The illustrations along with the lifting of the flaps helps to encourage joint attention in a fun and interactive way.
Articulation
- B Initial – This book is perfect for working on the b sound, because on every page you send the animal ‘back’ and each animal comes in a ‘box’.
Language Skills
- Basic Concepts – You can have the child or student work on the concepts ‘open’ and ‘close’ as they use the flaps. In addition, each animal is given a description, such as “the elephant is too big” or “the giraffe is too tall” allowing the student to work on even more concepts.
- Answering WH-Questions – This book is perfect for wh-questions. For example, after reading the story together you could ask, “Why couldn’t the boy keep the giraffe for a pet?” The child could then answer, “Because the giraffe is too tall and it couldn’t fit through the front door of my house.”
- Answering Yes/No Questions – As you go through the story you could point to an animal and then ask a yes or no question about that specific animal. For example, you could point to the elephant and ask is an elephant purple?
- Vocabulary – You can have your child or student practice filling in the blanks at the end of the repetitive sentences by naming the animal under the flaps.
- Symbolic Noises – Have your child identify the different animal sounds as you come across each animal in the story.
- Multisyllabic Words – Another fun activity you could try would be to count or clap out the number of syllables in naming each animal. For example, el-e-phant has 3 syllables.
- Categorization – Categorization is a great vocabulary activity. Have your child or student identify animals that fall in all three animal categories of pets, farm animals, and zoo animals. If you have some play animals you could have the child practice separating out the play animals into the different categories.
- Reasoning Skills – You could also work on reasoning skills by asking your student what their favorite animal is and have them explain why it is their favorite animal.
- Nursery Rhymes – You could even throw in a nursery rhyme, such as Hey, Diddle, Diddle and categorize the animals or make their symbolic noises as well for some extra fun!
Digital Version:
12. Alexander and the Terrible, Horrible, No Good, Very Bad Day!
Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst is all about a boy named Alexander who ends up having one thing after another go wrong. However, it might make these very bad days easier when you know it happens to other people as well.
Language Skills:
- Inferencing – Use the questions listed to cover inference practice with your students.
- Why did the author write a story about a terrible, horrible, no good, very bad day?
- Is there a lesson we can learn from the story?
- Did Alexander behave appropriately?
- Is there any time in the story when he could have behaved differently? Would this have helped make the day better?
- Did he make good choices?
- What did Alexander’s mother say to help him solve his problem?
- Could she have said something that would have helped him solve his problem?
- Sequencing – After reading the story, have students practice sequencing by ordering the events first, next, then, to last.
- Answering WH Questions – Use the list of WH questions to practice with your students
- What happened to Alexander’s sweater?
- What did Alexander find in his cereal box?
- What number did Alexander skip when counting at school?
- What did Alexander draw in his invisible picture?
- Vocabulary – This story is filled with some great vocabulary practice words such as cereal, sailboat, skateboard, shoestore, downstairs, carsick, crybaby, railroad, undercover, cupcakes
Language Expansion:
For language expansion, carry on from your prediction lesson and predict that Alexander wakes up the next morning to the start of a great day! Have your students write a story about his day. You could also prompt your students to write a story about a terrible, no good, very bad day in their own life. How would their day go badly from waking up to going to bed to fall asleep? Have them title their own story similarly.
Digital Version:
13. Where the Wild Things Are
Where the Wild Things Are by Maurice Sendak is a fun and exciting book all about a boy named Max who dresses up in a wolf outfit and pretends to set sail to an island inhabited by Wild Things who end up naming Max king.
Articulation:
- R Articulation: rolled, roared, room, forest, terrible, around, mother, year, far, supper
- R Blends Articulation: grew, private, through, trick, frightened
Language Skills:
- Answering WH Questions – Have students answer the following WH questions for practice
- When did Max sail off?
- Who called Max a wild thing first?
- Who did Max threaten to eat?
- Where did Max go in his boat?
- Why did Max’s mother send him to bed?
- What did the wild things do when they saw Max?
- Vocabulary – Practice the following vocabulary words with your students: mischief, private, wild, terrible, claws, frightened, cried, supper, lonely
- Story Retell – After reading the story, have your students retell it in a few sentences to practice retelling.
- Compare and Contrast – Have your students compare and contrast Max to the Wild Things.
Digital Version:
SEE ALSO: 179+ Free Speech Therapy Wh Questions Printable
14. The Giving Tree
The Giving Tree by Shel Silverstein follows the main characters a boy and a tree about the gift of giving and the acceptance of another’s ability to love in return. This book is a great read with a great message all about love and acceptance.
Language Skills:
- Vocabulary – Review these vocabulary words with your students as you read through this story: love, swing, eat, hide, sleep, play, carry, shake, cut, sail, sit, rest, build, speak
- Inference – Go over the following questions to practice making inferences with your students:
- What do you think Shel Silverstein wanted us to learn from reading this story?
- How did the boy treat the tree throughout the story?
- Why do you think the tree is so giving to the boy?
- What problems were solved for the boy by the tree?
- What could the tree have done differently?
- Did the tree have to give all of herself away?
- Story retell – After reading the story, have your students retell it in a few sentences to practice retelling.
- Sequencing – After reading the story, have students practice sequencing by ordering the events first, next, then, to last.
- Compare and Contrast – Compare and contrast the boy vs the tree.
Digital Version:
Great Resource List
If you want additional effective tools or resources that go along with these great stories to work on your student’s specific targets then be sure to check out the following freebies.
Book Lists
If you need other children’s speech therapy book lists then you will want to check out my complete list of 15+ interactive books for speech therapy.
Little Kids
Here are a few different ways to work on your child’s ability to retell past events using these fun visuals.
- Sequencing and Retelling Short Stories FREEBIE by Speech Language Lady is a great short story for story to read and then practice retelling in sequential order. Cut and glue the story back into order to practice retelling with your young students.
- The Mitten – Retell a Story by Building a Foundation is a whole retell activity to set that accompanies a short story. Print in color or black and white!
- Goldilocks and the Three Bears Retelling Pictures and Story Cards by Courtney N is a clear, ready to go activity to help teach retelling. This includes free story cards and a pocket chart station to be used with a big group when reading the story.
- Retell Story Hands by Blue SKies with Jennifer White is an activity that uses hands to identify the setting, plot and characters to help students gather details to retell the story.
In Conclusion: Children’s Books for Speech Therapy
We hope you have found this article helpful for finding some awesome children’s books for speech therapy and the best way to use each book within your next therapy session.
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