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  • The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

    Author(s)
    Westerveld, MF
    Paynter, J
    Trembath, D
    Webster, AA
    Hodge, AM
    Roberts, J
    Griffith University Author(s)
    Paynter, Jessica M.
    Westerveld, Marleen F.
    Trembath, David
    Roberts, Jacqueline M.
    Year published
    2017
    Metadata
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    Abstract
    A high percentage of school-age students with autism spectrum disorder (ASD) have reading comprehension difficulties leading to academic disadvantage. These difficulties may be related to differences in children’s emergent literacy development in the preschool years. In this study, we examined the relationship between emergent literacy skills, broader cognitive and language ability, autism severity, and home literacy environment factors in 57 preschoolers with ASD. The children showed strengths in code-related emergent literacy skills such as alphabet knowledge, but significant difficulties with meaning-related emergent ...
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    A high percentage of school-age students with autism spectrum disorder (ASD) have reading comprehension difficulties leading to academic disadvantage. These difficulties may be related to differences in children’s emergent literacy development in the preschool years. In this study, we examined the relationship between emergent literacy skills, broader cognitive and language ability, autism severity, and home literacy environment factors in 57 preschoolers with ASD. The children showed strengths in code-related emergent literacy skills such as alphabet knowledge, but significant difficulties with meaning-related emergent literacy skills. There was a significant relationship between meaning-related skills, autism severity, general oral language skills, and nonverbal cognition. Identification of these meaning-related precursors will guide the targets for early intervention to help ensure reading success for students with ASD.
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    Journal Title
    Journal of Autism and Developmental Disorders
    Volume
    47
    Issue
    2
    DOI
    https://doi.org/10.1007/s10803-016-2964-5
    Subject
    Education
    Early childhood education
    Psychology
    Child and adolescent development
    Health sciences
    Publication URI
    http://hdl.handle.net/10072/337579
    Collection
    • Journal articles

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