More Make-n-Takes: 8 Great Storybooks for Sound and Language Play (2003). By Christi Gansen & Edward Gansen. Thinking Publications, 424 Galloway St., Eau Claire, WI 54703. 299-page book and CD-ROM; $59. Reviewed by Kathleen L. Bulloch, Anaheim, CA.

More Make-n-Takes: 8 Great Storybooks for Sound and Language Play is the second release in the series. It is designed to target the primary sound patterns in the cycles phonological remediation approach, including syllableness (two and three syllables), initial consonants (/p,m,w,/), final consonants (/m,n,p,t,/), final velars (/k,l/), initial velars (/k,g,l/), and initial glottals (/h,l/).

Each of the eight story units contains all the needed materials: the storybooks, sequence cards, picture cards, word count lists, picture card lists, production practice, and carryover activities and extension activities.

A summary of the target phonemes and patterns in each story, as well as other language skills that may be targeted in treatment, is provided in Appendix A. The black-and-white storybooks, sequence cards, and picture cards may be photocopied or printed from the accompanying CD-ROM. Full-color versions of the storybooks and sequence cards also may be printed from the CD-ROM. Instructions for creating both full-size and child-size storybooks are contained in Appendix B of the book and in the Table of Contents file on the CD-ROM. Specific and detailed instructions for creating the storybooks, theoretical constructs, and other information such as carryover/extension activities are included.

More Make-n-Takes: 8 Great Storybooks for Sound and Language Play is appropriate for children from 3–9 years. The authors have published materials for speech-language pathologists that facilitate expressive phonology skills, provide children with engaging literary experiences, and are time-efficient.

Each storybook provides ample opportunity to work on the following intervention goals: increasing speech intelligibility, increasing perception and production of target phonological patterns or speech sounds, using target language features in the context of a story, and increasing early literary skills (including phonological awareness and concepts of print).

In order to fully benefit from the utilization of these storybooks, the SLP will need to have access to photocopy equipment and a computer with a CD-ROM reader and printer. Laminating machine, heavy-stock paper, and other book-making materials are also necessary. Detailed instructions are provided, and the storybook pages in the book are perforated for easy removal.

Since initial construction of the storybooks may be time-consuming, it is recommended that the SLP devise creative ways to complete these books and provide training and education to staff and parents at the same time. These methods may include the utilization of instructional assistants, conducting a parent workshop for the purpose of creating books, using a professional development day with staff to create the books, soliciting the volunteer assistance of a local print/photo copy shop or office supply store to assist by hosting a community service event, etc.

The authors’ stated intent was to create storybooks with rhyming and fanciful story lines that appeal to young listeners and the adults who read and work with these children. To that end the authors have been successful. The students and special education staff and parents with whom I have shared these stories and illustrations have enjoyed them enormously. Language and literacy competency also has been enhanced and reinforced with this publication.