Alharbi, Hadeel (2021). Using dialogic reading for mothers of children with autism in Saudi Arabia. University of Birmingham. Ph.D.
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Alharbi2021PhD_Redacted.pdf
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Abstract
This study aimed to: (i) examine the effect of dialogic reading on social communication, emergent literacy and engagement of children with autism, (ii) explore mothers’ experience and perception of shared reading with their children and (iii) provide a set of guidelines to adapt dialogic reading for mothers and their children with autism in Saudi Arabia. To achieve that, two phases were conducted. In phase one, a single case design was used to assess the effectiveness of dialogic reading on children’s behaviour. Four mothers implemented the intervention with their children with autism for a duration of five weeks. In addition, three semi-structured interviews (pre-intervention, post-intervention and follow-up) were conducted with the mothers to examine their experiences with the intervention. The findings showed that children exhibited more verbal and nonverbal social communication and emergent literacy and better reading engagement during the intervention condition compared to the baseline. Their mothers reported that dialogic reading affected their interaction with their children and that they were satisfied with the intervention. In phase two, another sample of 12 mothers of children with autism was interviewed about their perception of shared reading with their children. The interview indicated that the majority of mothers did not read with their children and some of them had reservations about reading with their children with autism. However, they had, to some extent, a good understanding of shared reading. The interviews also revealed that many of the mothers’ ideas and suggestions about shared reading were similar to aspects of dialogic reading. The data from the two phases provided evidence about the feasibility of using dialogic reading for mothers of children with autism in Saudi Arabia. Finally, the study used the findings from both phases to provide a set of suggested guidelines to adapt dialogic reading in order to meet the needs of mothers and their children with autism in Saudi Arabia.
| Type of Work: | Thesis (Doctorates > Ph.D.) | |||||||||
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| Award Type: | Doctorates > Ph.D. | |||||||||
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| Licence: | Creative Commons: Attribution 4.0 | |||||||||
| College/Faculty: | Colleges (2008 onwards) > College of Social Sciences | |||||||||
| School or Department: | School of Education | |||||||||
| Funders: | Other | |||||||||
| Other Funders: | Qassim university | |||||||||
| Subjects: | L Education > L Education (General) | |||||||||
| URI: | http://etheses.bham.ac.uk/id/eprint/11920 |
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