ERIC Number: EJ1138351
Record Type: Journal
Publication Date: 2017-May
Abstractor: As Provided
Reference Count: 42
A Modified Dialogic Reading Intervention for Preschool Children with Autism Spectrum Disorder
Fleury, Veronica P.; Schwartz, Ilene S.
Topics in Early Childhood Special Education, v37 n1 p16-28 May 2017
We examined the effect of a modified dialogic reading intervention on levels of verbal participation and vocabulary growth in nine preschool children with autism spectrum disorder (ASD) using single-case design methodology. Baseline book reading resulted in consistently low levels of verbal participation followed by an immediate increase in verbal participation during dialogic book reading sessions for all children. Dialogic reading also resulted in greater gains in book-specific vocabulary for all children, as compared with baseline book reading sessions. The improvement in verbal participation was characterized by more frequent responses to the adults' question prompts during reading. No improvements in children's independent initiations of comments or questions during the book reading activity were observed.
Descriptors: Autism, Preschool Children, Pervasive Developmental Disorders, Intervention, Emergent Literacy, Vocabulary, Intelligence Tests, Verbal Ability, Reading Skills, Paraprofessional School Personnel, Reading Instruction, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Expressive One Word Picture Vocabulary Test