JCPSLP Vol 17 No 3 2015

13 / 64

JCPSLP Volume 17, Number 3 2015 123
Bellon, M., Ogletree, B., & Harn, W. (2000). Repeated
storybook reading as a language intervention for children
with autism: A case study on the application of scaffolding.
Focus on Autism and Other Developmental Disabilities ,
15 (1), 52–58.
Bishop, D., & Adams, C. (1990). A prospective study
of the relationship between specific language impairment,
phonological disorders and reading retardation. Journal of
Child Psychology and Psychiatry, 31(7), 1027–1050.
Botting, N., Simkin, Z., & Conti-Ramsden, G. (2006).
Associated reading skills in children with a history of specific
language impairment (SLI). Reading and Writing, 19, 77–98.
Catts, H., Bridges, M., Little, T., & Tomblin, J. (2008).
Reading achievement growth in children with language
impairments. Journal of Speech, Language, and Hearing
Research, 51(6), 1569–1579.
Catts, H., Fey, M., Tomblin, J., & Zhang, X. (2002). A
longitudinal investigation of reading outcomes in children
with language impairments. Journal of Speech, Language
and Hearing Research , 42, 1199–1204.
Colmar, S. (2014). A parent-based book-reading
intervention for disadvantaged children with language
difficulties. Child Language Teaching and Therapy, 30(1),
79–90.
Dorling Kindersley. (2015). Earthquakes and other
natural disasters. Retrieved 15 July 2015, from http://
natural-disasters/
El Zein, F., Solis, M., Vaughn, S., & McCulley, L. (2014).
Reading comprehension interventions for students with
autism spectrum disorders: A synthesis of research. Journal
of Autism Develepment Disorders , 44, 1303–1322.
Evans, M., Barraball, L., & Eberle, T. (1998). Parental
responses to miscues during child-to-parent book reading.
Journal of Applied Developmental Psychology , 19, 67–84.
Griffey, H. (1998). Volcanoes and other natural disasters.
London: DK Children.
Majorano, M., & Lavelli, M. (2014). Maternal input to
children with speci c language impairment during shared
book reading: Is mothers’ language in tune with their
children’s production? International Journal of Language
and Communication Disorders, 49(2), 204–214.
McArthur, C., Hogben, J., Edwards, V., Heath, S., &
Mengler, E. (2000). On the “specifics” of specific reading
disability and specific language impairment. Journal of Child
Psychology and Psychiatry and Allied Disciplines , 41(7),
869–874.
Nation, K., Clarke, P., Marshall, C., & Durand, M. (2004).
Hidden language impairments in children: Parallels between
poor reading comprehension and specific language
impairment? Journal of Speech, Language and Hearing
Research, 47(1), 199–211.
Nation, K., Clarke, P., Wright, B., & Williams, C. (2006).
Patterns of reading ability in children with autism spectrum
disorder. Journal of Autism Development Disorders, 39,
911–919.
Neale, M. (1999). The Neale analysis of reading ability
(3rd ed.). Windsor, Vic.: NFER-Nelson.
Pamparo, V. (2012). The effect of dialogic reading on
early literacy outcomes for children with autism spectrum
disorders. Unpublished doctoral dissertation, University of
Washington.
Plattos, G. (2011). The effects of dialogic reading
on the expressive vocabulary of children with autism
characteristics. Unpublished doctoral dissertation,
evidence to suggest that the genre of the chosen book is
related to parents’ behaviours during SR (Stader & McEvoy,
2003). Interestingly, some research has shown that there
could be increased frequency of communicative exchanges
with non-fiction compared to fiction books (Anderson,
Anderson, Lynch, & Shapiro, 2004).
We believe the interactions described in this study
represent typical SR sessions for these mothers and
children. However, we acknowledge that it is difficult to know
for certain whether our participants were reading together as
they would “normally”. This limitation is inherent in almost any
study of reading behaviours. In any case, by examining SR
we have tried to capture more naturalistic reading
behaviours than is possible using standardised testing.
Conclusion
It could be hypothesised that the mothers in our study were
aware of their children’s relative weaknesses and chose to
target these areas of reading during their SR interactions.
Indeed, a recent study indicated that mothers are able to
tune their language to their child’s own linguistic limitations
during SR interactions (Majorano & Lavelli, 2014). However,
we expect that some parents may require the assistance of
a speech-language pathologist in identifying their child’s
strengths and weaknesses, and in learning about the
different kinds of input that they can provide during SR. Our
study provides a framework that speech-language
pathologists can use to monitor SR between parents and
their children within ASD and SLI populations and within
other special populations.
References
Abraham, L., Crais, E., & Vernon-Feagans, L. (2013). Early
maternal language use during book sharing in families from
low-income environments. American Journal of Speech-
Language Pathology, 22, 71–83.
American Psychiatric Association. (2013). Diagnostic and
statistical manual of mental disorder (5th ed.). Washington,
DC: Author.
Anderson, J., Anderson, A., Lynch, J., & Shapiro, J.
(2004). Examining the effects of gender and genre on
interactions in shared book reading. Reading Research and
Instruction, 43(4), 1–20.
Aram, D., & Shapira, R. (2012). Parent–child shared book
reading and children’s language, literacy, and empathy
development. Rivista Italiana di Educazione Familiare, 2,
55–65.
Arciuli, J., Stevens, K., Trembath, D., & Simpson, I.
(2013). The relationship between parent report of adaptive
behavior and direct assessment of reading ability in
children with autism spectrum disorder. Journal of Speech,
Language and Hearing Research, 56, 1837–1844.
Arciuli, J., Villar, G., Colmar, S., Evans, D., Einfield, S.,
& Parmenter, T. (2013). Home-based reading between
mothers and their children with autism spectrum disorders.
Australian Journal of Learning Difficulties, 18(1), 17–33.
Audet, D., Evans, M., Williamson, K., & Reynolds,
K. (2008). Shared book reading: Parent goals across
preliminary grades and goal–behaviour relationships in
junior kindergarten. Early Education and Development,
19(1), 112–137.
Barachetti, C., & Lavelli, M. (2011). Responsiveness of
children with specific language impairment and maternal
repairs during shared book reading. International Journal of
Language and Communication Disorders, 46(5), 579–591.