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ERIC Number: EJ1158175
Record Type: Journal
Publication Date: 2017-Oct
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0014-4029
Effects of Emergent Literacy Interventions for Preschoolers with Autism Spectrum Disorder
Hudson, Roxanne F.; Sanders, Elizabeth A.; Greenway, Rosanne; Xie, Sharon; Smith, Maya; Gasamis, Colin; Martini, Jay; Schwartz, Ilene; Hackett, Jacob
Exceptional Children, v84 n1 p55-75 Oct 2017
Combining data from a series of three planned consecutive randomized controlled trials, the present study investigates two literacy interventions for preschool children with autism spectrum disorder. For the first cohort, children were randomized to interactive book reading (IBR; treatment) or business as usual (BAU; control); in Cohort 2, children were randomized to phonological awareness (PA; treatment) or BAU; in Cohort 3, children were randomized to IBR or PA. Both treatments were implemented weekly in the classroom from November to May. Combined across cohorts, data from 57 classrooms in 8 districts were available for analysis (n = 47, IBR; n = 42, PA; n = 44, BAU). Model results showed that IBR had significantly greater pretest-posttest gains than the sample mean on expressive vocabulary and listening comprehension (approximate effect sizes: d* = 0.29 and 0.30), whereas PA had significantly greater PA gains (d* = 0.39).
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Expressive One Word Picture Vocabulary Test; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: 1R01HD07214301