Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children.
The use of literal prompts (LPs) and inferential prompts (IPs) in shared book reading (SBR) facilitates children's use of language and promotes their thinking and understanding about the stories discussed and beyond. Furthermore, SBR provides a platform for mildly autistic children to have multiple...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 56; no. 6; pp. 2102 - 2119 |
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| Autores principales: | , , , , , |
| Formato: | questionnaire/scale research tables/charts Journal Article |
| Publicado: |
Springer Nature
Jun2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=194161937&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 194161937 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Jun2026 vid: 56 iid: 6 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 194161937 182142019 194161937 194161937 10.1007/s10803-024-06712-9 194161937 ppf: 2102 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children. aug: au: Dong, Yang Mo, Jianhong Gong, Bingqing Jin, Renyi Zheng, Haoyuan Chow, Bonnie Wing-Yin affil: https://ror.org/03q648j11 Department of English, Hainan University, Haikou, China sug: subj: Parent-Child Relations Reading Language Development Autism Spectrum Disorder Rehabilitation Autism Spectrum Disorder Psychosocial Factors Human Male Female Child, Preschool Child Adult Parents Funding Source China Stratified Random Sample Skill Acquisition Language Disorders In Infancy and Childhood Scales Descriptive Statistics Chi Square Test Analysis of Variance Analysis of Covariance Child, Preschool: 2-5 years Child: 6-12 years Adult: 19-44 years Male Female ab: The use of literal prompts (LPs) and inferential prompts (IPs) in shared book reading (SBR) facilitates children's use of language and promotes their thinking and understanding about the stories discussed and beyond. Furthermore, SBR provides a platform for mildly autistic children to have multiple rounds of communication with educators. This study investigated the contribution of LPs and IPs on the language development and affective factors of language learning in mildly autistic children. This study included 187 mildly autistic Chinese children who were stratified by random sampling and assigned into three groups (LP, IP and control). The mildly autistic children's language skills were tested immediately before and after the 12-week SBR intervention. Their parents were also included in this study. The results indicated that using prompts had positive effects on the mildly autistic children's language skills and on the affective factors central to language development. Moreover, LPs were beneficial in fostering mildly autistic children's affective factor development, whilst IPs fostered their Chinese word reading and listening comprehension skills. These findings indicated the benefits of using prompts during parent–child SBR, along with the extent to which prompts contribute to different language skills and affective factors central to language development in mildly autistic children. pubtype: Academic Journal doctype: questionnaire/scale research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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