Adult Talk during Book Reading for Preschoolers with ASD: Links with Literacy Outcomes

Autor/inn/en	Gasamis, Colin; Sanders, Elizabeth; Hudson, Roxanne F.; Chiou, Michelle
Titel	Adult Talk during Book Reading for Preschoolers with ASD: Links with Literacy Outcomes
Quelle	In: Remedial and Special Education, 44 (2023) 3, S.197-208 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325221105514
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Inclusion; Preschool Children; Literacy Education; Preschool Education; Program Effectiveness; Phonological Awareness; Reading Skills; Reading Strategies; Language Acquisition; Interaction; Prompting; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Sprachaneignung; Spracherwerb; Interaktion; Benutzerführung
Abstract	Calls for interventions in early childhood that best prepare children with autism spectrum disorder (ASD) to have inclusive school experiences have been numerous. Although there is a developing literature on the efficacy of interactive book reading (IBR) for this population, it is still unclear which aspects of IBR benefit these children and in what way. To address this gap, we reanalyzed data from a recently completed experiment comparing IBR with other early literacy instruction for preschoolers with ASD. Our results showed that frequency of tutors' use of completion prompts used during IBR was uniquely predictive of better gains in phonological awareness. In addition, tutors' frequency using open-ended prompts was associated with increased gains in print knowledge. Furthermore, both findings held true after controlling for language gains. Results have implications for the types of structure and support that adults might provide young children with ASD during IBR. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01