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dc.contributor.authorWesterveld, Marleen F
dc.contributor.authorPaynter, Jessica
dc.contributor.authorBrignell, Amanda
dc.contributor.authorReilly, Sheena
dc.date.accessioned2020-07-15T05:28:34Z
dc.date.available2020-07-15T05:28:34Z
dc.date.issued2020
dc.identifier.issn0162-3257
dc.identifier.doi10.1007/s10803-020-04407-5
dc.identifier.urihttp://hdl.handle.net/10072/395435
dc.description.abstractThis study used data from a prospective community-based sample and compared the code-related emergent literacy skills (phonological awareness and letter knowledge) of 4-year-old children with ASD (n = 36) to their peers without ASD (n = 36), matched for age, gender, socio-economic status, language ability, and nonverbal cognition. We also compared groups on parent-reported home literacy measures, including the amount of time their child enjoyed being read to. There were no significant group differences in emergent literacy, indicating that an ASD diagnosis was not related to children’s emergent literacy performance. We found no group differences in parent-reported home literacy experiences. This highlights the need for careful consideration of factors beyond ASD traits that may influence literacy outcomes in this population.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofjournalJournal of Autism and Developmental Disorders
dc.relation.urihttp://purl.org/au-research/grants/NHMRC/APP1023493
dc.relation.urihttp://purl.org/au-research/grants/NHMRC/APP1041947
dc.relation.grantIDAPP1023493
dc.relation.grantIDAPP1041947
dc.relation.fundersNHMRC
dc.subject.fieldofresearchApplied and developmental psychology
dc.subject.fieldofresearchSpecial education and disability
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchHealth sciences
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode5201
dc.subject.fieldofresearchcode390411
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode42
dc.subject.fieldofresearchcode52
dc.subject.keywordsSocial Sciences
dc.subject.keywordsPsychology, Developmental
dc.subject.keywordsEmergent literacy
dc.subject.keywordsHome literacy environment
dc.titleNo Differences in Code-Related Emergent Literacy Skills in Well-Matched 4-Year-Old Children With and Without ASD
dc.typeJournal article
dc.type.descriptionC1 - Articles
dcterms.bibliographicCitationWesterveld, MF; Paynter, J; Brignell, A; Reilly, S, No Differences in Code-Related Emergent Literacy Skills in Well-Matched 4-Year-Old Children With and Without ASD, Journal of Autism and Developmental Disorders, 2020
dc.date.updated2020-07-15T05:27:25Z
gro.description.notepublicThis publication has been entered in Griffith Research Online as an advanced online version.
gro.hasfulltextNo Full Text
gro.griffith.authorWesterveld, Marleen F.
gro.griffith.authorReilly, Sheena
gro.griffith.authorPaynter, Jessica M.


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