[article] 
inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3596-3607

Titre :	Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Veronica P. FLEURY, Auteur ; Maria L. HUGH, Auteur
Article en page(s) :	p.3596-3607
Langues :	Anglais (eng)
Mots-clés :	Autism spectrum disorder  Parents  Reading  Preschool
Index. décimale :	PER Périodiques
Résumé :	Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n?=?17) and caregivers and their typically developing children (n?=?20) to identify factors that can promote or inhibit children’s engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed.
En ligne :	https://doi.org/10.1007/s10803-018-3632-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

[article] Exploring Engagement in Shared Reading Activities Between Children with Autism Spectrum Disorder and Their Caregivers [Texte imprimé et/ou numérique] / Veronica P. FLEURY, Auteur ; Maria L. HUGH, Auteur . - p.3596-3607.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3596-3607

Mots-clés :	Autism spectrum disorder  Parents  Reading  Preschool
Index. décimale :	PER Périodiques
Résumé :	Reading aloud to children is a valued practice to promote emergent literacy and language skills that form the foundation for future reading success. We conducted a descriptive study of shared book reading practices between caregivers and their children with autism spectrum disorder (n?=?17) and caregivers and their typically developing children (n?=?20) to identify factors that can promote or inhibit children’s engagement in reading. Caregivers and their children read nine books (familiar, non-fiction, fiction). Children with ASD demonstrated lower levels of passive engagement (looking at the book) and higher levels of non-engaged behavior compared to typically developing children. Caregiver reading quality and book type contributed to joint engagement during reading. Implications of these findings for intervention development are discussed.
En ligne :	https://doi.org/10.1007/s10803-018-3632-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369