Mapping The Landscape of Shared Reading Research in Autism: A Bibliometric Analysis (1991–2025)

Abstract

Shared reading is a widely recognized pedagogical approach that promotes language development, literacy skills, and social interaction in early childhood. Its structured and interactive nature makes it particularly relevant for children with Autism Spectrum Disorder (ASD), who often experience challenges in communication, joint attention, and symbolic understanding. Over the past three decades, a growing body of research has explored the implementation and outcomes of shared reading practices for autistic children. However, a comprehensive mapping of this literature has been lacking. This study aims to fill that gap through a bibliometric analysis of 1,273 academic publications related to shared reading and autism published between 1991 and 2025. Data were obtained from the Scopus and Web of Science databases and analyzed using the Bibliometrix package in R. The findings reveal a sharp increase in research output, particularly after 2010, and identify key contributors, collaboration networks, and thematic clusters in the field. Emerging trends include family-mediated interventions, digital reading tools, and the integration of shared reading into early intervention programs. Despite notable progress, the field remains fragmented in terms of interdisciplinary collaboration and cross-cultural representation. The study concludes with recommendations for future research, emphasizing the need for longitudinal designs, culturally responsive practices, and integrative methodologies. By providing a structured overview of the intellectual landscape, this study contributes to the advancement of evidence-based practices that support the developmental and communicative needs of children with ASD through shared reading.