Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers

Veronica P. Fleury, Maria L. Hugh

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n = 17) and caregivers and their typically developing children (n = 20) to identify factors that can promote or inhibit children’s engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed.

Original languageEnglish (US)
Pages (from-to)3596-3607
Number of pages12
JournalJournal of Autism and Developmental Disorders
Volume48
Issue number10
DOIs
StatePublished - Oct 1 2018

Keywords

  • Autism spectrum disorder
  • Parents
  • Preschool
  • Reading

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