Adult Talk During Book Reading for Preschoolers With ASD: Links With Literacy Outcomes

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2022-07-07 DOI:10.1177/07419325221105514
Colin Gasamis, E. Sanders, Roxanne F. Hudson, Michelle Chiou
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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.
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ASD学龄前儿童读书期间的成人谈话:与识字结果的联系
呼吁在儿童早期采取干预措施,使患有自闭症谱系障碍(ASD)的儿童能够获得包容性的学校经历。尽管关于互动阅读(IBR)对这一人群的有效性的文献正在发展,但目前尚不清楚IBR的哪些方面对这些孩子有益,以及以何种方式有益。为了解决这一差距,我们重新分析了最近完成的一项实验的数据,该实验将IBR与其他早期读写教学进行了比较。我们的研究结果表明,教师在IBR期间使用补全提示的频率是唯一预测语音意识更好增长的方法。此外,教师使用开放式提示的频率与印刷知识的增加有关。此外,在控制了语言增益后,这两项发现都成立。研究结果对成人在IBR期间可能为患有ASD的幼儿提供的结构和支持类型具有启示意义。
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来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
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