自闭症儿童分享阅读及其干预的研究综述  

Shared Reading and Its Intervention in Children with Autism:A Literature Review

作　　者：吴扬[1] 陈露竹 刘园 WU Yang;CHEN Luzhu;LIU Yuan(Department of Moral Education,Psychology and Special Education,National Institute of Education Sciences,Beijing,100088;Beijing Shijingshan Yangbei Kindergarten,Beijing,100043)

机构地区：[1]中国教育科学研究院德育与心理特教研究所,北京100088 [2]北京市石景山区杨北幼儿园,北京100043

出　　处：《中国特殊教育》2021年第12期69-74,共6页Chinese Journal of Special Education

基　　金：中国教育科学研究院中央级公益性科研院所基本科研业务费专项资助《情绪主题绘本对学前自闭症儿童共情能力影响的个案研究》(项目批准号:GYJ2021060)的研究成果。

摘　　要：自闭症儿童的阅读理解能力与同龄人相比较差,且很多自闭症幼儿在学龄前阶段就表现出早期读写能力缺陷。分享阅读干预被广泛应用于早期教育领域,对于自闭症儿童也是一种有效的干预实践,可以促进其阅读参与、口语和读写能力、情绪情感、脑功能等发展。另外,通过适当调整阅读材料形式,提供对话策略和支架策略,可以进一步提高自闭症儿童分享阅读干预效果。据此,本文对自闭症儿童阅读干预的研究和实践提出了建议。Children with autism have lower reading comprehension ability compared with their peers,and many children with ASD show early literacy deficit at preschool age.Shared reading intervention has been widely used in the field of early education,and is also effective for children with ASD,which can promote their reading participation,language and literacy,emotional competence,and even brain function.In addition,the effect of shared reading intervention for children with ASD can be further improved by appropriately adjusting the form of reading materials,providing dialogue strategies and scaffold strategies.Accordingly,this paper puts forward some suggestions on research and practice of reading intervention for children with ASD.

关 键 词：自闭症儿童 分享阅读 阅读干预 早期阅读 

分 类 号：G760[文化科学—特殊教育学]