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Abstract
The development of literacy skills in children with autism spectrum disorder (ASD) is an area of growing interest for educators and speech-language pathologists (SLPs). This study explored the nature of shared book reading (SBR) between parent-child dyads in two families, each of which had two primary school age siblings with ASD. Mothers’ utterances during dyadic SBR with each child were analysed in terms of utterance type: praise, error correction or book-related. Results indicated that, within each family, parents of children with ASD use different proportions of utterance types with each of their children during SBR interactions. Implications for educators and clinicians working on literacy development with this population, and further avenues for research, are discussed.
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Notes on contributors
Natalia Henderson-Faranda
Natalia Henderson-Faranda is a higher-degree research candidate in the School of Psychology, Speech and Hearing at the University of Canterbury. Natalia completed this study as part of her speech pathology Honours at the University of Sydney.
Joanne Arciuli
Professor Joanne Arciuli is dean of research in the College of Nursing and Health Sciences at Flinders University.