Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children.
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| Title: | Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children. |
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| Authors: | Dong, Yang (AUTHOR), Mo, Jianhong (AUTHOR), Gong, Bingqing (AUTHOR), Jin, Renyi (AUTHOR), Zheng, Haoyuan (AUTHOR), Chow, Bonnie Wing-Yin (AUTHOR) |
| Source: | Journal of Autism & Developmental Disorders. Jun2026, Vol. 56 Issue 6, p2102-2118. 17p. |
| Subjects: | Reading, Parents, Research funding, Language disorders in children, Parent-child relationships, Rehabilitation of autistic people, Autism, Statistical sampling, Descriptive statistics, Chi-squared test, Analysis of covariance, Ability, Analysis of variance, Asperger's syndrome, Language acquisition, Training |
| Geographic Terms: | China |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Autism & Developmental Disorders is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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