Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills

Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship bet...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2020-03, Vol.50 (3), p.1018-1030
Main Authors: Bean, Allison F., Perez, Brenda I., Dynia, Jaclyn M., Kaderavek, Joan N., Justice, Laura M.
Format: Article
Language:English
Subjects:
Autism
Autistic children
Autistic Disorder - complications
Autistic Disorder - therapy
Behavioral Science and Psychology
Books and reading
Child
Child and School Psychology
Child, Preschool
Children
Classroom communication
Classrooms
Developmental disabilities
Early Intervention, Educational - methods
Emergent Literacy
Evaluation
Female
Humans
Language
Language Development Disorders - complications
Language Development Disorders - therapy
Language disorders
Language Impairments
Literacy
Literacy skills
Male
Neurosciences
Original Paper
Pediatrics
Phonological Awareness
Predictor Variables
Preschool Children
Printed Materials
Psychological aspects
Psychology
Public Health
Reading
Shared reading
Skill development
Skills
Social interaction
Social interactions
Story Reading
Teachers
Teenagers
United States
Youth
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Description
Summary:Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism ( n  = 22), developmental language disorder (DLD; n  = 23), and typical development (TD; n  = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler’s emergent-literacy skill development.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-019-04306-4