Schwartz, IlenePamparo, Veronica2012-09-132012-09-132012-09-132012Pamparo_washington_0250E_10394.pdfhttp://hdl.handle.net/1773/20842Thesis (Ph.D.)--University of Washington, 2012The incorporation of dialogic reading techniques in adult-child book reading has been effective in improving early literacy skills in children with language delays and those from at-risk populations. There is, however, limited research that examines the potential utility of dialogic reading strategies for children with disabilities such as Autism Spectrum Disorders (ASD). In this study, a multiple baseline design across participants with a wait list control was used to examine the effect of dialogic reading strategies on early literacy outcomes in 14 preschool students with ASD. School personnel who served as interventionists were able to learn dialogic reading techniques and appropriately apply the strategies in daily book reading with children. Results indicate that dialogic reading was effective in improving some components of early literacy skills for children with ASD, particularly oral language skills. Children with ASD showed improved outcomes in verbal participation, book-specific vocabulary, and listening comprehension skills during adult-child book readings that incorporated dialogic reading techniques compared to standard reading sessions. There were no differences found in phonological awareness and print knowledge. The results of this study suggest that dialogic reading is a promising practice that should be incorporated as a part of early literacy curriculum for children with ASD.application/pdfen-USCopyright is held by the individual authors.autism; autism spectrum disorders; dialogic reading; early literacy; emergent literacySpecial educationEducation - SeattleThesis