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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.

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:// www.dk.com/uk/9781409383840-earthquakes-and-other- 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,

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