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Project

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Dialogic Reading with Children with Autism

Center:
WA-University of Washington Institute on Human Development and Disability, UCEDD/LEND
Fiscal Year:
2011
Contact Information:
Ilene Schwartz
[email protected]
206-543-4011
Project Description:
The use of dialogic reading strategies has been found to improve early literacy skills in typically developing children and children from at-risk populations. However, there is a dearth of studies that examine the potential utility of such reading strategies for students with Autism. Compared to standard book readings, dialogic book reading resulted in increases in the rate of student verbalizations and duration students spent engaged with print materials. These results suggest that the use of dialogic reading strategies may improve the quality of literacy experience for students with autism. This study will employ a wait list control group design to examine the effect of dialogic reading on early literacy outcomes for fifteen students with autism.
Keyword(s):
Core Function(s):
Performing Research or Evaluation
Area of Emphasis
Education & Early Intervention
Target Audience:
Family Members/Caregivers, Children/Adolescents with Disabilities/SHCN
Unserved or Under-served Populations:
None
Primary Target Audience Geographic Descriptor:
Regional
Funding Source:
COVID-19 Related Data:
N/A
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