The benefits of shared book reading for the linguistic-cognitive development of children with Autism Spectrum Disorder

Authors

  • Diele Martins Silveira Universidade de Santa Cruz do Sul
  • Aline Elisabete Pereira

DOI:

https://doi.org/10.17058/signo.v49i96.19913

Keywords:

shared book reading, Autism Spectrum Disorder, linguistic-cognitive development

Abstract

This article aims to demonstrate the benefits of shared reading (SR) of books for the linguistic-cognitive development of children with Autism Spectrum Disorder (ASD) during early childhood. To this end, it relies on the concept of shared reading (SR), proposed by Gabriel and Morais (2017) and explains and characterizes ASD, based on Liberalesso (2020) and Stravogiannis (2023). This is a documentary research in two electronic databases: SciELO and Portal de Periódicos Capes, based on the DECs: “shared reading”; “linguistic-cognitive development”; “Autism Spectrum Disorder”; in Portuguese, English and Spanish, with a combination of the Boolean operator “AND”. Studies published between 2013 and 2024, focusing on participants aged 0 to 6 years, were considered suitable for analysis. The results revealed that, in Brazil, there is no research on the subject specifically involving autistic children, and the number of studies conducted with typical children is scarce, considering the selected databases. On the other hand, in other countries, this subject is widely explored, presenting a variety of research with neurotypical children and, especially, with children with ASD. Therefore, it was necessary to resort to other research sources to obtain solid data that confirm the effectiveness of the practice of LC for the linguistic-cognitive development of autistic children, a fact that opens possibilities for future investigations, especially at the national level.

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Published

2024-09-30

How to Cite

Silveira , D. M. ., & Pereira, A. E. (2024). The benefits of shared book reading for the linguistic-cognitive development of children with Autism Spectrum Disorder. Signo, 49(96), 91-102. https://doi.org/10.17058/signo.v49i96.19913

Issue

Vol. 49 No. 96 (2024): Práticas de leitura compartilhada de livros na infância e relações com o desenvolvimento linguístico e cognitivo

Section

v. 49, n. 96, 2024 - Práticas de leitura compartilhada de livros na infância e

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