Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders: A Systematic Review

Susannah A. Boyle, David McNaughton, Shelley E. Chapin

Research output: Contribution to journalReview article

Abstract

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.

Original languageEnglish (US)
Pages (from-to)205-214
Number of pages10
JournalFocus on Autism and Other Developmental Disabilities
Volume34
Issue number4
DOIs
StatePublished - Dec 1 2019

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Reading
Language
Meta-Analysis
Communication
Autism Spectrum Disorder
Literacy

All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Neurology
  • Clinical Neurology
  • Cognitive Neuroscience
  • Psychiatry and Mental health

Cite this

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Effects of Shared Reading on the Early Language and Literacy Skills of Children With Autism Spectrum Disorders : A Systematic Review. / Boyle, Susannah A.; McNaughton, David; Chapin, Shelley E.

In: Focus on Autism and Other Developmental Disabilities, Vol. 34, No. 4, 01.12.2019, p. 205-214.

Research output: Contribution to journalReview article

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