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19-12-2019 | Original Paper | Uitgave 3/2020

Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 3/2020

Auteurs:: Allison F. Bean, Brenda I. Perez, Jaclyn M. Dynia, Joan N. Kaderavek, Laura M. Justice

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Abstract

Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler’s emergent-literacy skill development.

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Titel: Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills
Auteurs:: Allison F. Bean
Brenda I. Perez
Jaclyn M. Dynia
Joan N. Kaderavek
Laura M. Justice
Publicatiedatum: 19-12-2019
DOI: https://doi.org/10.1007/s10803-019-04306-4
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 3/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

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