Home Shared Reading for Children Who Cannot Rely on Speech in Taiwan: A Mixed-Methods Study

Abstract

Children who cannot rely on speech to be heard and understood can benefit from augmentative and alternative communication (AAC) systems. In English-speaking contexts, shared reading is recognized as an effective way to simultaneously support AAC use, language, and literacy development. However, little empirical data exist on shared reading in Taiwan to guide AAC intervention for this population. This study aimed to examine home shared reading resources and experiences among Taiwanese children who cannot rely on speech to be heard and understood, and compared them with those of typically developing, speaking children.

Methods

This sequential mixed-methods study comprised two phases. In Phase I (quantitative), parents of children aged 3-7 years in Taiwan completed surveys on in-home shared reading resources and experiences. Responses from parents of children who cannot rely on speech (n = 241) were compared with those from parents of typically developing children (n = 285). The former group was further subdivided by spoken vocabulary size (no words, 1-10, 11-20, 21-50, 51-100, and 100+ words). In Phase II (qualitative), a subset of parents of children who cannot rely on speech participated in semi-structured interviews (n = 10). Phase I analyses included descriptive statistics and ordinal logistic regression models. Phase II analyses involved initial and focused coding, memo-writing, and category construction. Findings were integrated using a joint display approach.

Results

Parents of children who cannot rely on speech reported significantly fewer books at home and less frequent shared reading compared to parents of typically developing children. Within the group of children who cannot rely on speech, regression analyses indicated that higher child spoken vocabulary size was significantly associated with more frequent shared reading and greater book availability. Higher parental expectations for children’s future independent reading were also associated with more frequent shared reading.

Qualitative analyses revealed that parents experienced interactional challenges, including difficulty sustaining attention and uncertainty about how to support comprehension. Parents also described adaptive strategies such as following children’s interests, using manipulative books, simplifying language, and persisting in shared reading. Integration of findings highlights both structural limitations and parents’ active efforts to adapt.

Conclusion

This study provides the first large-scale examination of home shared reading among Mandarin-speaking parents residing in Taiwan whose children who cannot rely on speech to be heard and understood. Findings suggest that less frequent shared reading and limited access to books may restrict early literacy opportunities, particularly for children with smaller spoken vocabularies. At the same time, many parents demonstrated strong commitment and practical adaptations; sharing their attitudes and strategies may help parents who struggle with shared reading. These findings highlight both gaps and strengths in the home literacy environment and underscore the need for family-centered, culturally responsive shared reading and AAC support in Taiwan.