Contributions
Some children with autism may require additional supports to meet academic expectations for comprehension. Oral narration, which is linked to listening and reading com-prehension, may be a viable approach.
The aim of this research is to create developmentally appropriate, play-based storytelling elicitation procedures to collect language samples of young children aged 18-48 months, tools for evaluating the magnitude and quality of narrative language produced in play-based storytelling sessions, and
Science of reading experts have called for increased attention on oral academic language. Specifically, interventions need to integrate multiple dimensions of academic language—word-, sentence-, and discourse-level patterns—to impact listening comprehension.
