ORCID

https://orcid.org/0000-0002-6545-0016

Date of Award

2026

Document Type

Dissertation

Degree Name

Education Specialties (Ph.D.)

Department

Education Specialties

First Advisor

Nikki A. Chamblee

Abstract

The opportunity to learn how to read is a human right that should be available to all students. Developing strong reading skills significantly impacts a student’s quality of life, societal integration, and establishes the foundation for future academic success. Unfortunately, this belief is not always equally prioritized when it comes to educating students with developmental delays, such as autism spectrum disorder (ASD). Students with ASD often face unfair assumptions about their abilities, leading to delays in exposure to literacy instruction. Additionally, students with ASD from under-resourced communities face increased challenges, as access to timely diagnosis, high-quality educational facilities, and supportive services is unequal across communities in the United States, which can also impact literacy development. This study aimed to explore the perceived feasibility of a potential online, parent-implemented intervention program designed to promote literacy development for students with ASD from under-resourced communities, and whether this evidence-based practice could help address the issue. A narrative inquiry design was employed for this qualitative study. This approach enabled the collection of parents' thoughts, feelings, and personal experiences, shared in their own words after completing a survey, participating in semi-structured interviews, and engaging in a focus group. The data collected provided a detailed understanding of the perspectives shared by parents regarding their family dynamics and how these influence their participation in an online, parent-implemented intervention program.

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