Abstract
AbstractThis study examines the types of interactions and early literacy development that occur when non‐verbal 4‐year‐old children on the autism spectrum engage with family members in read‐alouds using authentic children's literature. Findings indicate the importance of quality children's literature for read‐alouds. A key implication of the study is that teachers of young children with autism need to form partnerships with family members to encourage them to engage with their children in authentic read‐alouds.
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