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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.
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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  Label: Title
  Group: Ti
  Data: Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children.
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Dong%2C+Yang%22">Dong, Yang</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mo%2C+Jianhong%22">Mo, Jianhong</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gong%2C+Bingqing%22">Gong, Bingqing</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Jin%2C+Renyi%22">Jin, Renyi</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zheng%2C+Haoyuan%22">Zheng, Haoyuan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chow%2C+Bonnie+Wing-Yin%22">Chow, Bonnie Wing-Yin</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Autism+%26+Developmental+Disorders%22">Journal of Autism & Developmental Disorders</searchLink>. Jun2026, Vol. 56 Issue 6, p2102-2118. 17p.
– Name: Subject
  Label: Subjects
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  Data: <searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Language+disorders+in+children%22">Language disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Rehabilitation+of+autistic+people%22">Rehabilitation of autistic people</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+covariance%22">Analysis of covariance</searchLink><br /><searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Asperger's+syndrome%22">Asperger's syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194161937
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1007/s10803-024-06712-9
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 2102
    Subjects:
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Language disorders in children
        Type: general
      – SubjectFull: Parent-child relationships
        Type: general
      – SubjectFull: Rehabilitation of autistic people
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Statistical sampling
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Chi-squared test
        Type: general
      – SubjectFull: Analysis of covariance
        Type: general
      – SubjectFull: Ability
        Type: general
      – SubjectFull: Analysis of variance
        Type: general
      – SubjectFull: Asperger's syndrome
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      – SubjectFull: Language acquisition
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      – SubjectFull: Training
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Effects of Using Prompts During Parent–Child Shared Reading on the Language Development of Mildly Autistic Children.
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            NameFull: Dong, Yang
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            NameFull: Mo, Jianhong
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            NameFull: Gong, Bingqing
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            NameFull: Jin, Renyi
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            NameFull: Zheng, Haoyuan
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            NameFull: Chow, Bonnie Wing-Yin
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            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
          Identifiers:
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