The effect of interactive reading on early literacy-related skills of Chinese preschool students with Autism spectrum disorder

Abstract

With the persistent difficulty in social communication and interaction, students with Autism Spectrum Disorder (ASD) was found to have a higher risk in struggling with literacy development, especially in reading comprehension. Therefore, it is important to have effective early interventions that address their needs. Recent research supports that interactive reading has a positive effect on preschool students’ early literacy skills. Based on the Transactional Model, the present study examined the effect of interactive reading on early literacy-related skills of Chinese preschool students with ASD. With a quasi-experimental pretest-posttest design, 71 Chinese preschool students in Hong Kong were recruited. A 12- session interactive reading intervention in a group setting was conducted for three months. Students’ knowledge of vocabulary, oral language skills and joint attention, and the beliefs and behaviours of teachers and parents were analysed. Results showed that the intervention improved students’ knowledge of vocabulary. Teachers’ self-efficacy and teaching skills in supporting the learning of students with ASD were enhanced. Home literacy environment was associated with students’ early literacy skills. This provides educational implications to both early intervention and teachers’ professional development.