Language and literacy skills are milestones that characterize normal brain development. Children with autism spectrum disorders (ASDs) often observed to demonstrate delays in early language and literacy skills therefore such indicators mark early identification of the autism spectrum disorders. This study was done to explore the impact of shared reading on early language literacy in children with ASDs.

As such children lack behind other normal children in the development of these skills, they require extra attention and support from parents and instructors. Shared reading allows the children to focus on the content by using the sense of hearing, vision, and higher-order functioning providing more chances of skill improvement. Shared reading, the practice of adults reading aloud to children while using behaviors (e.g., asking questions) that are meant to promote interaction between the adult and child, is an intervention that has had positive effects on those early skills for typically developing children.

After conducting a meta-analysis of 11 shared reading interventions with children with ASD, the study concluded through its findings that there are positive effects found for listening comprehension, expressive communication, and other communicative and non-communicative acts.