Dialogic reading to improve language and literacy skills in preschool children with Autism spectrum disorder : a systematic review and meta-Analysis

Abstract

Background Dialogic reading (DR) involves structured, interactive picture book reading between adults and children which predict reading and writing success at school age (Fleury & Hugh, 2018; Westerveld et al., 2017a; Whitehurst, et al., 1988). DR has been shown to improve language and literacy skills in typically-developing children (Clearinghouse, 2007). However, the effectiveness of DR in preschool children with Autism Spectrum Disorder (ASD) requires further synthesis. Aim This study aimed to synthesize and analyse published research that reported the effects of DR on language and literacy skills in preschool children with ASD. Methods The protocol for this systematic review and meta-analysis (SR-MA) was pre-registered at PROSPERO (registration number: CRD42019116017). Sixteen databases were searched for relevant studies published in English and Chinese by the author and the reviewer independently. Title and abstract screening, and full-text reading were conducted independently to select studies based on the pre-defined inclusion and exclusion criteria. The included studies were critically appraised independently. Data extraction, summary of the studies’ characteristics and MA of qualified included studies were conducted by the author. Results Fifteen articles were included in the SR, three of which were also included in the MA. Overall, the methodological quality of the studies was low-to-moderate. Sub-group analysis was conducted to report the findings in each outcome measure. Conclusions DR had small-to-very large effect sizes on the spoken language skills for communication, and marginal effect sizes on emergent literacy skills in preschool children with ASD; though there is limited support to the benefits in other language/literacy domains (e.g. expressive grammar).