References and Reading
Adamson, L. B., Bakeman, R., & Deckner, D. F. (2004). The development of symbol-infused joint engagement. Child Development, 75(4), 1171–1187. Retrieved from http://www.jstor.org/stable/3696533.
Bean, A., Perez, B., Dynia, J. M., Justice, L. M., & Kaderavek, J. (2019). Book-reading engagement in children with autism and language impairment: Associations with emergent-literacy skills. Journal of Autism and Developmental Disorders, Manuscript under review.
Boyle, S. A., Mcnaughton, D., & Chapin, S. E. (2019). Effects of shared reading on the early language and literacy skills of children with autism spectrum disorders: A systematic review. Focus on Autism and Other Developmental Disabilities, 34(4), 205–214. https://doi.org/10.1177/1088357619838276.
Bredekamp, S. (1986). The reliability and validity of the early childhood classroom observation scale for accrediting early childhood programs. Early Childhood Research Quarterly, 1(2), 103–118.
Carpenter, M., Nagell, K., Tomasello, M., Butterworth, G., & Moore, C. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63, i–174.
Carta, J. J., Greenwood, C. R., Atwater, J., Goldstein, H., Kaminksi, R. A., & McConnell, S. R. (2015). Identifying preschool children for higher tiers of language and early literacy instruction within a response to intervention framework. Journal of Early Intervention, 36(4), 281–291. https://doi.org/10.1177/1053815115579937.
Clay, M. (1975). What did I write? Auckland: Heinemann.
Davidson, M. M., & Ellis Weismer, S. (2014). Characterization and prediction of early reading abilities in children on the autism spectrum. Journal of Autism and Developmental Disorders, 24(4), 828–845. https://doi.org/10.1007/s10803-013-1936-2.
Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., Estes, A., & Liaw, J. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40(2), 271.
Dynia, J. M., Lawton, K., Logan, J. A., & Justice, L. M. (2014). Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers. Topics in Early Childhood Special Education, 34(3), 142–153. https://doi.org/10.1177/0271121414536784.
Fleury, V. P., & Hugh, M. L. (2018). Exploring engagement in shared reading activities between children with autism spectrum disorder and their caregivers. Journal of Autism and Developmental Disorders, 48(10), 3596–3607. https://doi.org/10.1007/s10803-018-3632-8.
Fleury, V. P., & Lease, E. M. (2018). Early indication of Reading difficulty: A descriptive analysis of emergent literacy skills in children with autism spectrum disorder. Topics in Early Childhood Special Education, 34, 142–153. https://doi.org/10.1177/0271121417751626.
Fleury, V. P., & Schwartz, I. S. (2017). A modified dialogic reading intervention for preschool children with autism spectrum disorder. Topics in Early Childhood Special Education, 37(1), 16–28. https://doi.org/10.1177/0271121416637597.
Fleury, V. P., Miramontez, S. H., Hudson, R. F., & Schwartz, I. S. (2014). Promoting active participation in book reading for preschoolers with autism spectrum disorder: A preliminary study. Child Language Teaching and Therapy, 30(3), 273–288. https://doi.org/10.1177/0265659013514069.
Grygas Coogle, C., Floyd, K. K., & Rahn, N. L. (2018). Dialogic reading and adapted dialogic reading with preschoolers with autism spectrum disorder. Journal of Early Intervention, 40(4), 363–379. https://doi.org/10.1177/1053815118797887.
Heath, S. B. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1), 49–76.
Hudson, R. F., Sanders, E. A., Greenway, R., Xie, S., Smith, M., Gasamis, C, … Hackett, J. (2017). Effects of emergent literacy interventions for preschoolers with autism spectrum disorder. Exceptional Children, 84(1), 55–75. https://doi.org/10.1177/0014402917705855.
Huemer, S. V., & Mann, V. (2010). A comprehensive profile of decoding and comprehension in autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 485–493.
Justice, L. M., & Sofka, A. E. (2010). Engaging children with print: Building early literacy skills through quality read-alouds. New York: Guilford Press.
Kluth, P., & Chandler-Olcott, K. (2008). A land we can share: Teaching literacy to students with autism. Baltimore: Paul H Brookes Publishing.
Lanter, E., Watson, L. R., Erickson, K. A., & Freeman, D. (2012). Emergent literacy in children with autism: An exploration of developmental and contextual dynamic processes. Language, Speech, and Hearing Services in Schools, 43(3), 308–324. https://doi.org/10.1044/0161-1461(2012/10-0083).
Leekam, S. (2007). Language comprehension difficulties in children with autism spectrum disorders. In K. Cain & J. Oakhill (Eds.), Children’s Comprehension Problems in Oral and Written Language: A Cognitive Perspective, (pp. 104–127). New York: The Guilford Press.
Lucas, R., & Norbury, C. F. (2018). The home literacy environment of school-aged children with autism spectrum disorders. Journal of Research in Reading, 41(1), 197–219. https://doi.org/10.1111/1467-9817.12119.
Mayes, S., & Calhoun, S. (2003). Analysis of WISC-III, Stanford-Binet: IV, and academic achievement scores in children with autism. Journal of Autism and Developmental Disorders, 33, 329–339.
Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36, 911–919. https://doi.org/10.1007/s10803-006-0130-1.
Ozonoff, S., Iosif, A. M., Baguio, F., Cook, I. C., Hill, M. M., Hutman, T., … Young, G. S. (2010). A prospective study of the emergence of early behavioral signs of autism. Journal of the American Academy of Child & Adolescent Psychiatry, 49(3), 256–266.
Rogers, S. (2006). Evidence-based interventions for language development in young children with autism. In Social and communication development in autism spectrum disorders: Early identification, diagnosis, and intervention. New York: Guilford.
Scarborough, H. S., & Dobrich, W. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14(3), 245–302.
Segel, E., & Friedberg, J. B. (1991). “Is today Liberry day?” Community support for family literacy. Language Arts, 68(8), 654–657.
Smith, M. W. & Dickenson, D. (2002). Early Language and Literacy Classroom Observation (ELLCO) Toolkit, Research Edition. Newton: Paul H. Brookes Publishing.
Spector, J. E. (2011). Sight word instruction for students with autism: An evaluation of the evidence base. Journal of Autism and Developmental Disorders, 41(10), 1411–1422.
Tager-Flusberg, H., & Joseph, R. M. (2003). Identifying neurocognitive phenotypes in autism. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences, 358(1430), 303–314. https://doi.org/10.1098/rstb.2002.1198.
Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism. Handbook of Autism and Pervasive Developmental Disorders, 1, 335–364.
Teale, W., & Sulzby, E. (1986). Emergent literacy: Writing and reading. Norwood: Ablex Publishing Corporation.
Thompson, J. L., Plavnick, J. B., & Skibbe, L. E. (2018). Eye-tracking analysis of attention to an electronic storybook for minimally verbal children with autism spectrum disorder. The Journal of Special Education, 53(1), 41–50. https://doi.org/10.1177/0022466918796504.
Vogler-Elias, D. (2009). A parent-implemented shared storybook reading intervention for preschoolers with autism spectrum disorders. Available from ProQuest Dissertations & Theses A&I; ProQuest Dissertations & Theses Global. (305094109). Retrieved from http://proxy.lib.ohio-state.edu/login?url=https://search.proquest.com/docview/305094109?accountid=9783
Watson L. R., Andrews, M. D., & Orovitz, J. (1996). Emergent literacy in children with autism versus typical development. Unpublished paper presented at the meeting of the American Speech-Language-Hearing Association, Seattle.
Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78, 89–106.
Westerveld, M. F., Trembath, D., Shellshear, L., & Paynter, J. (2016). A systematic review of the literature on emergent literacy skills of preschool children with autism spectrum disorder. The Journal of Special Education. https://doi.org/10.1177/0022466915613593.
Westerveld, M. F., Paynter, J., Trembath, D., Webster, A. A., Hodge, A. M., & Roberts, J. (2017). The emergent literacy skills of preschool children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(2), 424–438. https://doi.org/10.1007/s10803-016-2964-5.
Whalon, K., Delano, M., & Hanline, M. F. (2013). A rationale and strategy for adapting dialogic reading for children with autism spectrum disorder: Recall. Preventing School Failure: Alternative Education for Children and Youth, 57(2), 93–101. https://doi.org/10.1080/1045988X.2012.672347.
Whalon, K., Martinez, J. R., Shannon, D., Butcher, C., & Hanline, M. F. (2015). The impact of reading to engage children with autism in language and learning (RECALL). Topics in Early Childhood Special Education, 35(2), 102–115. https://doi.org/10.1177/0271121414565515.
Whalon, K., Hanline, M. F., & Davis, J. (2016). Parent implementation of RECALL: A systematic case study. Education and Training in Autism and Developmental Disabilities, 51(2), 211–220.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848–872.
Williams, G. (1953). What does research tell us about readiness for beginning reading? The Reading Teacher, 6, 34–40.
Zimmer, K. (2013). Efficacy of caregiver training to establish joint attention of children with autism. Gainesville: University of Florida.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Science+Business Media, LLC, part of Springer Nature
About this entry
Cite this entry
Dynia, J., Fleury, V. (2020). Shared Book Reading with Preschoolers with Autism. In: Volkmar, F. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6435-8_102514-1
Download citation
DOI: https://doi.org/10.1007/978-1-4614-6435-8_102514-1
Received:
Accepted:
Published:
Publisher Name: Springer, New York, NY
Print ISBN: 978-1-4614-6435-8
Online ISBN: 978-1-4614-6435-8
eBook Packages: Springer Reference Behavioral Science and PsychologyReference Module Humanities and Social SciencesReference Module Business, Economics and Social Sciences