Preliminary evidence suggests that Visual Scene Displays and Grids both support shared book reading activities in young children

2012 ◽  
Vol 6 (2) ◽  
pp. 76-78
Author(s):  
Krista M. Wilkinson
Keyword(s):  
Young Children ◽  
Preliminary Evidence ◽  
Visual Scene ◽  
Book Reading ◽  
Shared Book Reading ◽  
Reading Activities

Building Comprehension Skills of Young Children With Autism One Storybook at a Time

2021 ◽  
Vol 52 (1) ◽  
pp. 153-164 ◽  
Author(s):  
Veronica P. Fleury ◽  
Kelly Whalon ◽  
Carolyn Gilmore ◽  
Xiaoning Wang ◽  
Richard Marks
Keyword(s):  
Autism Spectrum ◽  
Relative Strength ◽  
Shared Reading ◽  
Vocabulary Knowledge ◽  
Literacy Skill ◽  
Book Reading ◽  
Shared Book Reading ◽  
Children With Asd ◽  
Comprehension Skills ◽  
Reading Activities

Purpose Reading involves the ability to decode and draw meaning from printed text. Reading skill profiles vary widely among learners with autism spectrum disorder (ASD). One fairly common pattern is relative strength in decoding combined with weak comprehension skills—indicators of this profile emerge as early as the preschool years. In order for children with ASD to develop a facility with language that prepares them for reading success, practitioners must intentionally create and provide appropriate instruction practices. Method In this tutorial, we describe ways in which practitioners can support language development and comprehension skills for children with ASD within the context of shared reading activities. We begin by providing known information about the reading performance of children with ASD using the Simple View of Reading as our guiding conceptual framework. Next, we present a number of practical, evidence-based strategies that educators can implement within the context of shared book reading activities. Case studies are embedded throughout the tutorial to demonstrate how practitioners may apply these strategies in their instructional settings. Conclusions Shared book reading interventions are a well-studied, developmentally appropriate approach for bringing about change in language and literacy in early childhood. The success of shared reading depends upon rich communication and interaction between the adult reader and the child. Many children with ASD will require strategies to support social communication and emergent literacy skill development (e.g., vocabulary knowledge, language comprehension) that are specifically linked to future reading comprehension.

scholarly journals A Longitudinal Investigation of the Home Literacy Environment and Shared Book Reading in Young Children With Hearing Loss

2017 ◽  
Vol 38 (4) ◽  
pp. 441-454 ◽  
Author(s):  
Jean L. DesJardin ◽  
Carren J. Stika ◽  
Laurie S. Eisenberg ◽  
Karen C. Johnson ◽  
Dianne M. Hammes Ganguly ◽  
...  
Keyword(s):  
Hearing Loss ◽  
Young Children ◽  
Home Literacy Environment ◽  
Home Literacy ◽  
Book Reading ◽  
Shared Book Reading ◽  
Literacy Environment ◽  
Longitudinal Investigation ◽  
Children With Hearing Loss

Development of an Instrument for Measuring Parental Beliefs about Reading Aloud to Young Children

1994 ◽  
Vol 78 (3_suppl) ◽  
pp. 1303-1311 ◽  
Author(s):  
Barbara D. DeBaryshe ◽  
Janeen C. Binder
Keyword(s):  
Young Children ◽  
Emergent Literacy ◽  
Parental Education ◽  
Reading Aloud ◽  
Self Report ◽  
Book Reading ◽  
Joint Book Reading ◽  
Partial Correlations ◽  
Test Retest Reliability ◽  
Reading Activities

This study assessed the psychometric properties of an instrument designed to measure parents' beliefs about the goals and process of reading aloud to young children. 155 parents of children ages 2 to 5 years completed the Parent Reading Belief Inventory. The inventory's items formed a single factor with high scores reflecting beliefs consistent with current theories of language acquisition and emergent literacy. The inventory had acceptable internal consistency (coefficients alpha for the scales ranged from .50 to .85) and short-term test-retest reliability of .79. When parental education and income were controlled, inventory scores remained significantly correlated .36 with self-report measures of parents' own book-reading habits, .40 with children's interest in books, and .30 with children's exposure to joint book-reading activities. Scores also showed significant partial correlations with the observed frequency of parental questions (.65) and responsiveness to children's speech (.41) during book-reading sessions.

Race talk in preschool classrooms: Academic readiness and participation during shared-book reading

2017 ◽  
Vol 19 (1) ◽  
pp. 107-133 ◽  
Author(s):  
Margaret R Beneke ◽  
Gregory A Cheatham
Keyword(s):  
Early Childhood ◽  
Young Children ◽  
Critical Literacy ◽  
Teacher Educators ◽  
Racial Diversity ◽  
Skin Colour ◽  
Book Reading ◽  
Shared Book Reading ◽  
Literacy Practice ◽  
Daily Lives

Reading literature to engage young children in critical discussions about race – and how it impacts their daily lives – is a promising practice. This study examined how two teachers and eight young children talked about skin colour as they read books about racial diversity, and the extent to which participation structures and conversational topics influenced how teachers and children constructed, resisted, and/or reproduced discourses of race and racial injustice during shared-book readings. We draw on critical perspectives on classroom discourse to understand the identities (i.e. teacher and learner) and discourses (i.e. early childhood literacy) that the children and teachers co-constructed. We suggest that teachers used shared-book reading time to enact a discourse of literacy readiness and treated the activity as an opportunity to teach academic skills (e.g. classification and colour vocabulary) through teacher recitation. During these shared-book reading experiences, we argue that teachers and children constructed skin colour as politically neutral, without acknowledging the word ‘race’ or its deeply embedded meanings in the U.S. Based on this analysis, we discuss implications for teacher educators in terms of critical literacy practice in early childhood.

Young Children With ASD: Parent Strategies for Interaction During Adapted Book Reading Activity

2016 ◽  
Vol 38 (3) ◽  
pp. 171-180 ◽  
Author(s):  
Leigh Ann Tipton ◽  
Jan B. Blacher ◽  
Abbey S. Eisenhower
Keyword(s):  
Young Children ◽  
Cognitive Skills ◽  
Factor Model ◽  
Autism Spectrum ◽  
Book Reading ◽  
Shared Book Reading ◽  
Coding System ◽  
Language And Literacy ◽  
Children With Asd ◽  
Reading Activity

The purpose of this study was to identify how parents’ use of language and literacy strategies during an adapted shared book reading activity relate to social, behavioral, and cognitive skills for their children with autism spectrum disorder (ASD). Participants were 111 young children (ages 4–7 years) with ASD and their mothers. A factor analysis of the items used in the coding system, yielded a four-factor model of parent-led behaviors during the shared book reading activity: clarification, feedback, teaching, and evocative techniques. In regression analyses, the frequency of parents’ use of clarification, feedback, and evocative strategies used during the shared reading task were related to certain demographic and child factors. Results have implications for the types of structure and support that parents might provide their young children with ASD during informal reading sessions.

Caregivers’ strategies for eliciting storytelling from toddlers in Japanese caregiver–child picture book reading activities

2019 ◽  
Vol 3 (1-2) ◽  
pp. 196-223 ◽  
Author(s):  
Akira Takada ◽  
Michie Kawashima
Keyword(s):  
Young Children ◽  
Picture Book ◽  
Book Reading ◽  
Easy Task ◽  
Everyday Interaction ◽  
Picture Book Reading ◽  
Reading Activities ◽  
Considerable Support

Although storytelling is a central practice in everyday interaction, it is not an easy task for young children, because it requires extended turns-at-talk. To tell a story successfully, a child requires considerable support from the recipient. In this article, we examine how storytelling is facilitated in Japanese caregiver–child interactions, focusing on the strategies employed by caregivers to elicit storytelling from 2- to 3-year-old children during picture book reading activities. Our analysis indicates that caregivers employ various multimodal strategies in encouraging children to launch, develop, and end a story, and that these strategies are themselves effectively implemented through the application of several grammatical features, conventional expressions, and formulaic words. Hence, storytelling functions as a valuable device in orchestrating attention, affect, and morality in caregiver–child interactions.

Increasing Social Initiations During Shared Book Reading: An Intervention for Preschoolers With Autism Spectrum Disorder

2018 ◽  
Vol 39 (4) ◽  
pp. 213-225 ◽  
Author(s):  
Sophia R. D’Agostino ◽  
Ana D. Dueñas ◽  
Joshua B. Plavnick
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Book Reading ◽  
Shared Book Reading ◽  
Future Research ◽  
Probe Design ◽  
Children With Asd ◽  
Multiple Probe

Children with autism spectrum disorder (ASD) are often delayed in acquiring social initiation skills utilized during common early childhood activities. A multiple probe design was utilized to assess the efficacy of a shared book reading intervention to increase the independent commenting of three young children with ASD. The intervention resulted in participant’s acquisition of social commenting in the form of independent pointing and verbal commenting to gain social attention from an adult. The results suggest that young children with ASD can independently initiate social interactions during shared book reading when these behaviors are systematically taught and reinforced. Implications for practice and directions for future research aimed toward generalization and improving the implementation of shared book reading interventions are discussed.

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