Abstract
In this article, we examine parents' specialized corrective repair sequences during shared book reading with 4 children with histories of specific language impairment. First, we describe how parents achieve correction interactionally with other-initiated repair, both with and without invitations for the children to self-correct. Next, we show how parents use a variety of sequential organizations to accomplish other-initiated repair and invite self-correction from their children. Finally, we show how dyads with older and younger children use corrective repair in different frequencies and elaborations of sequential organizations.
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