The effectiveness of dialogic reading on the expressive vocabulary development of children with Autism Spectrum Disorders
Abstract
The present study investigated the effectiveness of dialogic reading as a new shared reading technique in the classroom for young children with Autism Spectrum Disorders (ASDs), which replaced the traditional reading practice of teacher dictating the text and students passively listening to the story. Three kindergarten students with ASD, three typically developing peers, one kindergarten teacher, and one paraprofessional participated in this study. A multi-element design was selected. Each student with ASD was paired with a typical developing peer and formed a dyad in treatment and control conditions. The teacher and the paraprofessional were trained to implement the dialogic reading intervention and sustain the free play control condition. Based on the intervention schedule of a multi-element design, the autistic-typical dyads received either one experimental session on shared storybook reading using the dialogic reading technique with their teacher or paraprofessional, or one control session with no treatment for 10 to 15 minutes on each day for 30 school days. Maintenance data were collected six weeks after the completion of the last intervention session. Results showed that all three students with ASD were able to learn the target words taught in the dialogic reading intervention sessions, and were able to retain an average of 90% of the words at follow-up sessions. Practical implications and suggestions for future investigations are discussed.
Degree
Ph.D.
Advisors
Wendt, Purdue University.
Subject Area
Special education
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