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.
Bibliographical noteFunding Information:
Acknowledgments This research was conducted in part through financial support from the Grant-in-Aid of Research, Artistry and Scholarship program at the University of Minnesota, Office of the Vice President for Research. We wish to gratefully acknowledge parents who participated in this study and assistance provided by the research staff Andrea Boh, Kelsey Young, Erin Johnson, Pang Chaxiong, Courtney McLean-Simma, and Sarah Rosen.
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- Autism spectrum disorder