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Abstract

Shared reading is a developmentally appropriate practice that supports children’s emergent literacy and language development. Participation in shared reading, however, may be compromised for children with autism spectrum disorder (ASD) due to social-communication difficulties inherent to the disorder. The primary aim of this study was to explore the extent to which children with ASD who have spontaneous verbal language engage in shared reading with caregivers. A total of 37 caregivers and their children (n = 17 ASD; n = 20 with typical development [TD]) read nine books representing three different genres (i.e., familiar, non-fiction, fiction). Analyses revealed no differences between the groups in the quantity of adult questions asked, frequency of child-initiated comments or questions, and overall levels of child responsiveness to adults. Children with ASD showed greater responsiveness to adult questions during familiar books compared with either non-fiction or fiction genres, in contrast to TD children wherein responsiveness did not differ across book genres. The authors conclude with a discussion of the implications of these findings for designing shared reading interventions for children with ASD who have spontaneous verbal language.

Keywords

autism spectrum disorder shared reading parents emergent literacy

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Shared Reading Extratextual Talk With Children With Autism Who Have Spontaneous Speech

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