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

Veronica P. Fleury, Shane Herriott Miramontez, Roxanne F. Hudson, Ilene S. Schwartz

Research output: Contribution to journalArticlepeer-review

32 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)273-288
Number of pages16
JournalChild Language Teaching and Therapy
Volume30
Issue number3
DOIs
StatePublished - Oct 1 2014

Bibliographical note

Funding Information:
The work reported here was supported by the Institute of Education Sciences, US Department of Education through grant #R324B090005 awarded to University of North Carolina at Chapel Hill. The opinions expressed represent those of the authors and do not represent views of the Institute or the US Department of Education.

Keywords

  • Autism spectrum disorder
  • dialogic reading
  • emergent literacy
  • intervention
  • preschool

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