UC Davis

Reading skills are important for educational and lifelong outcomes (NICHD, 2000). However autistic children often experience challenges when it comes to reading (McIntyre et al., 2018; McIntyre et al., 2017a; McIntyre et al., 2017b; Nation, 1999; Nation, Clarke, & Snowling, 2002; Nation et al., 2006; Snowling & Frith, 1986). The factors that account for why this is frequently observed is less understood, despite studies that support certain theories (Hoover & Gough, 1990; Naigles et al., 2016; Nation, 1999; Nation & Snowling, 2004). Examining and exploring potential contributors to reading development in autistic children is the goal of this study. In this effort, we examine the role of a distinguishing feature of autism called joint attention. Since children learn to read in schools, the classroom environment is also important to consider (Dykstra Steinbrenner & Watson, 2015; Sonuga-Barke & Thapar, 2021). A key component of the classroom environment is the teacher and their interactions with students (e.g., Williford et al., 2013). As such, student-teacher relationship quality is explored as a potential factor influencing how autistic children learn to read. Thus, this study examines and explores how joint attention affects students’ developing reading skills within a sample of preschool through third grade autistic children and their non-autistic peers in general education classrooms. In addition, we examine the relationships among joint attention, student-teacher relationship quality, and reading outcomes. Data was analyzed using between group analysis of variance and path analyses. This research may help inform intervention targets within classrooms serving autistic children.