Author Type

Graduate Student

Date of Award

2019

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Duffy, Mary Louise

Thesis/Dissertation Co-Chair

Dukes, Charles

Abstract

Children with Autism Spectrum Disorder (ASD) commonly present with reading comprehension impairments that impede their academic achievement and independent living. Research suggests that intervening on listening comprehension deficits of preschool children with ASD may contribute to improved reading comprehension proficiency in the school aged years. Dialogic reading is an empirically supported shared reading method known to increase the oral language and listening comprehension of young children with and without language impairments prior to formalized schooling. This study utilized a single subject repeated acquisition design to evaluate the effect of a parent-delivered dialogic reading intervention on the independent and accurate responding of preschool children with ASD. Overall, results showed that the dialogic reading intervention was highly effective for increasing the independent and accurate responding for two of the three participants; however minimally effective for the third. Although the parent participants demonstrated varying levels of procedural fidelity to the dialogic reading procedures, they perceived the intervention to be both feasible and effective when implemented with their preschool children with ASD. Limitations and implications for future research are discussed.

Extent

90 p.

Comments

Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2019.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.

Identifier

FA00013285

Format

pdf

Download

Share

COinS