TY - JOUR
T1 - Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders
T2 - A Systematic Review
AU - Boyle, Susannah A.
AU - McNaughton, David
AU - Chapin, Shelley E.
N1 - Funding Information:
This project was supported by funding from a doctoral training grant funded by U.S. Department of Education grant H325D130021 (Training in the Professoriate for Special Education) and a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant #90RE5017) to the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC). NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The contents of this paper do not necessarily represent the policy of the Department of Education, NIDILRR, ACL, HHS, and the reader should not assume endorsement by the Federal Government.
Publisher Copyright:
© Hammill Institute on Disabilities 2019.
PY - 2019/12/1
Y1 - 2019/12/1
N2 - Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts.
AB - Children with autism spectrum disorders (ASDs) often demonstrate delays in early language and literacy skills. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children. A meta-analysis of 11 shared reading interventions with children with ASD was conducted, and positive effects were found for listening comprehension, expressive communication, and other communicative and noncommunicative acts.
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U2 - 10.1177/1088357619838276
DO - 10.1177/1088357619838276
M3 - Review article
AN - SCOPUS:85065648487
SN - 1088-3576
VL - 34
SP - 205
EP - 214
JO - Focus on Autism and Other Developmental Disabilities
JF - Focus on Autism and Other Developmental Disabilities
IS - 4
ER -
