Reading with Children on the Autism Spectrum: The Experiences of Bilingual Chinese Canadian Immigrant Families
Bibliographic record
Abstract
Much is known about the benefits of shared reading with typically developing children and the role of family in facilitating children’s language and literacy development. However, less is known about how parents of children on the autism spectrum experience reading with their children. In fact, to date there is little research on understanding the shared reading experiences of families of children on the autism spectrum, particularly from culturally and linguistically diverse (CLD) backgrounds. Research targeting this population is of critical importance, as it sheds light on unique experiences and can contribute to the design of culturally appropriate programs and interventions. This study, therefore, aimed to gain a deep understanding of the lived experiences of bilingual Chinese Canadian immigrant parents regarding reading with their children on the autism spectrum. Using Interpretative Phenomenological Analysis (IPA) as a methodological framework, this study recruited seven bilingual Chinese Canadian immigrant parents of children on the autism spectrum (aged 3-8). Data were collected through semi-structured interviews, journal entries, and follow-up interviews. The findings of within-case and cross-case analysis revealed a multifaceted nature of experiences of bilingual Chinese immigrant parents regarding reading with their children on the autism spectrum. Group Experiential Themes across cases included (1) aims and motivations, (2) shared reading practices, (3) barriers and challenges, and (4) strategies. This study contributes a unique qualitative perspective to the nascent body of research investigating shared reading with autistic children from CLD backgrounds.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".