Promoting active participation in book reading for preschoolers with Autism Spectrum Disorder: A preliminary study

A common literacy practice in early childhood classrooms is reading aloud to children. Little is known, however, about the quality of engagement in shared reading activities for young children with Autism Spectrum Disorders (ASD). Dialogic reading is one method of shared reading in which adults enco...

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Bibliographic Details
Published in:Child language teaching and therapy 2014-10, Vol.30 (3), p.273-288
Main Authors: Fleury, Veronica P, Miramontez, Shane Herriott, Hudson, Roxanne F, Schwartz, Ilene S
Format: Article
Language:English
Subjects:
Autism
Child Development
Childrens Literature
Comparative Analysis
Dialogs (Language)
Early Childhood Education
Early Childhood Teachers
Emergent Literacy
Instructional Effectiveness
Language Acquisition
Literacy
Observation
Oral Reading
Pervasive Developmental Disorders
Preschool Children
Printed materials
Prompting
Reading Achievement
Reading Aloud to Others
Reading Comprehension
Reading Habits
Reading instruction
Reading processes
Reading Skills
Reading strategies
Shared reading
Skill Development
Story Reading
Student Behavior
Student Participation
Teaching Methods
Time on Task
Verbal Communication
Young Children
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Summary:A common literacy practice in early childhood classrooms is reading aloud to children. Little is known, however, about the quality of engagement in shared reading activities for young children with Autism Spectrum Disorders (ASD). Dialogic reading is one method of shared reading in which adults encourage children to actively participate in the reading process by asking them a variety of questions while reading a book. The current study used a multiple baseline design across participants to examine the effect of a dialogic reading intervention on book reading participation for three preschool boys with ASD. Compared to baseline book readings, dialogic book reading resulted in increased rates of child verbal participation and longer duration spent engaged with printed materials. Based on these preliminary findings we suggest that this reading strategy may be a promising practice for early childhood educators that warrants further exploration.
ISSN:0265-6590
1477-0865
DOI:10.1177/0265659013514069