Purpose Reading involves the ability to decode and draw meaning from printed text. Reading skill profiles vary widely among learners with autism spectrum disorder (ASD). One fairly common pattern is relative strength in decoding combined with weak comprehension skills-indicators of this profile emerge as early as the preschool years. In order for children with ASD to develop a facility with language that prepares them for reading success, practitioners must intentionally create and provide appropriate instruction practices. Method In this tutorial, we describe ways in which practitioners can support language development and comprehension skills for children with ASD within the context of shared reading activities. We begin by providing known information about the reading performance of children with ASD using the Simple View of Reading as our guiding conceptual framework. Next, we present a number of practical, evidence-based strategies that educators can implement within the context of shared book reading activities. Case studies are embedded throughout the tutorial to demonstrate how practitioners may apply these strategies in their instructional settings. Conclusions Shared book reading interventions are a well-studied, developmentally appropriate approach for bringing about change in language and literacy in early childhood. The success of shared reading depends upon rich communication and interaction between the adult reader and the child. Many children with ASD will require strategies to support social communication and emergent literacy skill development (e.g., vocabulary knowledge, language comprehension) that are specifically linked to future reading comprehension.

中文翻译：

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一次建立自闭症幼儿的理解能力一本故事书。

目的阅读涉及解码和提取印刷文本中的含义的能力。在患有自闭症谱系障碍（ASD）的学习者中，阅读技能的概况差异很大。一种相当普遍的模式是解码的相对强度与较弱的理解能力相结合，这种特征的指标早在学龄前就出现了。为了使患有ASD的孩子发展一种语言环境，使他们为阅读成功做好准备，从业者必须有意识地创建并提供适当的指导做法。方法在本教程中，我们将介绍在共享阅读活动的背景下，从业人员可以支持ASD儿童的语言发展和理解能力的方法。我们首先使用“阅读的简单视角”作为指导性概念框架，提供有关ASD儿童阅读性能的已知信息。接下来，我们介绍了许多实用的，基于证据的策略，教育者可以在共享的阅读活动中实施这些策略。案例研究嵌入在整个教程中，以说明从业人员如何在其教学环境中应用这些策略。结论共享图书阅读干预是一种经过精心研究，在发展上适当的方法，可以在幼儿期带来语言和读写能力的改变。共享阅读的成功取决于成人阅读器与孩子之间的丰富交流和互动。