Reading with Children on the Autism Spectrum: The Experiences of Bilingual Chinese Canadian Immigrant Families

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.