Effects of modified dialogic reading on listening comprehension and initiation skills to students with Autism Spectrum Disorders

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jeongae Kang (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Pamela Williamson

Abstract: Literacy plays a critical role to the life of students with Autism Spectrum Disorders (ASD). Although it is evident that individuals with ASD need effective literacy strategies for their school and post-secondary success, research shows that teachers who have students with ASD feel unprepared to use the effective literacy strategies at classroom (e.g., Garland, Vince, Vasquexz, 2013). One way to help the teachers to use the effective strategy at classroom is to provide professional development and ongoing support. Dialogic reading, an evidence-based practice (EBP), has been frequently used to improve oral language skills and listening comprehension of students with language impairment (Whitehurst & Lonigan, 1998). With this method, the adult reader encourages the child to become an active storyteller by incorporating systematic questions types and instructional sequence (Whitehurst & Lonigan; NELP, 2008). However, to meet the unique needs of students with ASD, literature indicates the need for considering their unique cognitive profile (e.g., systematic instruction, visual support). In response, Whalon and colleagues (2015) designed the modified dialogic reading, incorporating with visual supports and systematic instruction. This multiple-baseline across participants’ design of a single case design investigated the effects of professional development on one special education teacher’s use of the modified dialogic reading and its subsequent impact on the listening comprehension and initiation of young children with ASD. One special education and four young children with ASD participated in this study. The setting was a resource room of a private elementary school in the Southeast. Dependent variables included the rate of teacher fidelity of implementation, the rate of the students’ correct responses to fact- and inference-based questions and the frequency of students’ initiation. Results of this study indicated that the professional development plus ongoing coaching was effective in increasing and maintaining teacher fidelity of implementation. Findings also revealed that the modified dialogic reading was an effective way to promote listening comprehension and initiation of young children with ASD. Limitations, implications, and future directions are discussed.

Additional Information

Language: English
Date: 2017
Autism Spectrum Disorders (ASD), Comprehension, Dialogic reading, Evidence-based practices, Initiation skills, Shared reading
Special education teachers $x In-service training
Teachers of children with disabilities $x In-service training
Learning disabled children $x Education $x Language arts
Autistic children $x Education $x Language arts
Students with disabilities $x Education
Language arts $x Remedial teaching
Language disorders in children
Listening comprehension

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