A Modified Dialogic Reading Intervention for Preschool Children with Autism Spectrum Disorder

Autor/inn/en	Fleury, Veronica P.; Schwartz, Ilene S.
Titel	A Modified Dialogic Reading Intervention for Preschool Children with Autism Spectrum Disorder
Quelle	In: Topics in Early Childhood Special Education, 37 (2017) 1, S.16-28 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121416637597
Schlagwörter	Autism; Preschool Children; Pervasive Developmental Disorders; Intervention; Emergent Literacy; Vocabulary; Intelligence Tests; Verbal Ability; Reading Skills; Paraprofessional School Personnel; Reading Instruction; Instructional Effectiveness; Peabody Picture Vocabulary Test; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Wortschatz; Intelligence test; Intelligenztest; Mündliche Leistung; Reading skill; Lesefertigkeit; Leseunterricht; Unterrichtserfolg
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01