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06-09-2019 | Original Paper

Advantage in Character Recognition Among Chinese Preschool Children with Autism Spectrum Disorder

Auteurs: Jing Zhao, Si Chen, Xiuli Tong, Li Yi

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2019

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Abstract

This study examined Chinese character recognition and its cognitive and linguistic correlates in preschool children with autism spectrum disorder (ASD). Forty-seven children with ASD and 51 IQ-matched typically developing (TD) children were tested on Chinese character recognition, rapid automatized naming, inhibitory control, digit span, IQ, vocabulary, phonological awareness, morphological awareness, and listening comprehension. Chinese children with ASD showed strong character recognition skills. Unlike TD children’s character recognition, which was correlated with all the measured cognitive and linguistic skills, character recognition of children with ASD was only significantly correlated with rapid automatized naming, inhibitory control, and phonological awareness. Our findings suggest that phonological awareness and rapid automatized naming may serve as important predictors for possible advantage in emergent literacy acquisition in Chinese children with ASD.
Voetnoten
1
The standardized non-verbal IQ scores were established only for children over 5 years old. Children under five in this study therefore did not get the standardized score. The standardized non-verbal IQ scores for TD children and children with ASD over 5 years old were 98.5 and 74.9, respectively. Children under 5 years old consitituted 51% of the TD children and 39.1% of children with ASD.
 
2
TEACCH refers to a framework that offers structured support for social communication using visual and/or written information to supplement verbal communication.
 
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Metagegevens
Titel
Advantage in Character Recognition Among Chinese Preschool Children with Autism Spectrum Disorder
Auteurs
Jing Zhao
Si Chen
Xiuli Tong
Li Yi
Publicatiedatum
06-09-2019
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 12/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-019-04202-x