One Book, One Conversation: What Research Says About Reading Together with Young Children with Additional Needs
Byline: Chau Sir / chausir.com
This article summarises public research with AI assistance.
What the study looked at
A research team from the University of Colorado Denver and the University of Washington published a systematic literature review in 2025. It brought together 22 studies on families reading books with young children with additional needs (shared book reading), looking at how families did it and what was found. [1]
What parents did while reading
Most programmes in the review showed parents a few simple ways to read together, such as: - Asking open-ended questions, like "What do you think happens next?" - Pausing after a sentence so the child has a chance to respond [1]
What the study found
Overall, family members used these reading strategies more, and positive changes in children's language were seen. However, only a few studies looked at other areas such as turn taking and engagement, so there is not yet enough information on these. Another finding: in all but one of the 22 studies, reading was done in the main local language, whatever language the child used at home. [1]
Reading the findings with care
This is a literature review that brings different studies together. It can show that reading together is linked with children's language, but it cannot show that reading will always lead to a particular change. Every child has their own pace, and research findings are a direction to consider, not a measuring stick. [1]
Small steps for Hong Kong parents
The review also included one Hong Kong study: in 2005, researchers in Hong Kong ran a dialogic reading programme with deaf and hard-of-hearing children in kindergarten and early primary school. [1][2]
Many Hong Kong families mix Cantonese, English and Putonghua. Most programmes in the review used the main local language, but parents do not need to worry that books "must be in English". Reading in the language that feels most natural and warm to you helps the conversation flow. You might try: - Start with 10 minutes a day, choosing a topic your child enjoys - You do not have to read every word; point to the pictures and ask "What's this?" - After a question or a sentence, pause and let your child respond in their own way; a look or a gesture counts too - If your child is not into books yet, start with lift-the-flap books, audiobooks or a homemade family photo album - Hong Kong Public Libraries have many children's books you can borrow for free
From a CRP (Communication, Relationship, Parenting) point of view, reading together is an everyday moment of communication and connection. What matters is not how many books you finish, but talking and laughing together.
Sources
1. Steed, E. A., Cuevas Dias, R., Baik, C., & Fettig, A. (2025). Family-Implemented Shared Book Reading with Children With Disabilities: A Systematic Literature Review. Topics in Early Childhood Special Education. Advance online publication. https://doi.org/10.1177/02711214251381529 2. Fung, P., Chow, B. W., & McBride-Chang, C. (2005). The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong. Journal of Deaf Studies and Deaf Education, 10(1), 82–95. https://doi.org/10.1093/deafed/eni005
Disclaimer
Educational information, not a diagnosis or medical advice.
Chau Sir's talks and articles are parent education. They do not provide diagnosis, assessment or treatment, and do not provide medical or medication advice. If needed, please consult a qualified professional.
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