Teacher Talk During Interactive Read-Aloud with Preschoolers with Autism: A Descriptive Analysis

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 2
  In Roundtable Session: Early Learning and Equitable Access: Language, Practice, and Equity

Abstract

Many preschoolers with autism spectrum disorder (ASD) experience early language challenges that place them at risk for future reading difficulties. Interactive read-aloud is a promising instructional practice for supporting language and literacy skills, yet little is known about how teachers naturally engage children with ASD during these sessions. This observational study examined teacher talk during interactive read-aloud in 12 preschool classrooms that included at least one child with ASD. Video-recorded sessions were coded using the Systematic Assessment of Book Reading (SABR). Results indicated wide variability in teacher talk, with limited inferential questioning, vocabulary instruction, and directed opportunities for children with ASD. Findings highlight missed opportunities and the need for targeted professional development to enhance instructional quality.

Authors

• Xiaoning Wang, Denison University

• Phuong Ta, University of Alabama - Birmingham