Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Service Needs Across the Lifespan for Individua...

volgende artikel Brief Report: Ages of Language Milestones as Pr...

Tip

Swipe om te navigeren naar een ander artikel

25-04-2016 | Original Paper | Uitgave 7/2016

Comparing Children with ASD and Their Peers’ Growth in Print Knowledge

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 7/2016

Auteurs:: Jaclyn M. Dynia, Matthew E. Brock, Jessica A. R. Logan, Laura M. Justice, Joan N. Kaderavek

» Toegang tot de volledige tekst krijgen

Abstract

Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders, (dsm-5 ^® ). Arlington, VA: American Psychiatric Association.

Baker, J. N., Spooner, F., Ahlgrim-Delzell, L., Flowers, C., & Browder, D. M. (2010). A measure of emergent literacy for students with severe developmental disabilities. Psychology in the Schools, 47(5), 501–513.

Benedek-Wood, E., Mcnaughton, D., & Light, J. (2015). Instruction in letter-sound correspondences for children with autism and limited speech. Topics in Early Childhood Special Education. doi: 10.1177/0271121415593497.

Boucher, J., Mayes, A., & Bigham, S. (2012). Memory in autistic spectrum disorder. Psychological Bulletin, 138(3), 458–496. CrossRefPubMed

Boudreau, D. M., & Hedberg, N. L. (1999). A comparison of early literacy skills in children with specific language impairment and their typically developing peers. American Journal of Speech-Language Pathology, 8(3), 249–260. doi: 10.1044/1058-0360.0803.249. CrossRef

Cabell, S. Q., Justice, L. M., Zucker, T. A., & McGinty, A. S. (2009). Emergent name-writing abilities of preschool-age children with language impairment. Language, Speech, and Hearing Services in Schools, 40(1), 53. doi: 10.1044/0161-1461(2008/07-0052). CrossRefPubMed

Davidson, M. M., & Ellis Weismer, S. (2014). Characterization and prediction of early reading abilities in children on the autism spectrum. Journal of Autism and Developmental Disorders, 44(4), 828–845. doi: 10.1007/s10803-013-1936-2. CrossRefPubMedPubMedCentral

Dynia, J. M., Lawton, K., Logan, J. A., & Justice, L. M. (2014). Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers. Topics in Early Childhood Special Education. doi: 10.1177/0271121414536784.

Gillam, R. B., & Johnston, J. R. (1985). Development of print awareness in language-disordered preschoolers. Journal of Speech and Hearing Research, 28(4), 521–526. doi: 10.1044/jshr.2804.521. CrossRefPubMed

Hammill, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70(4), 453–468.

Hayes, S. (1990). Nine ducks nine. New York: Lothrop, Lee and Shepard Books.

Heller, R., & Greenleaf, C. L. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.

Invernizzi, M. A. (2010). Pals k technical reference: Virginia State Department of Education.

Invernizzi, M. A., Sullivan, A., Meier, J. D., & Swank, L. (2004). Phonological awareness literacy screening for preschool: Teacher’s manual. Charlottesville, VA: University of Virginia.

Jacobs, D. W., & Richdale, A. L. (2013). Predicting literacy in children with a high-functioning autism spectrum disorder. Research in Developmental Disabilities, 34(8), 2379–2390. doi: 10.1016/j.ridd.2013.04.007. CrossRefPubMed

Jones, C. R., Happé, F., Golden, H., Marsden, A. J., Tregay, J., Simonoff, E., & Charman, T. (2009). Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment. Neuropsychology, 23(6), 718–728. doi: 10.1037/a0016360. CrossRefPubMed

Justice, L. M., Bowles, R. P., & Skibbe, L. E. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical at-risk 3- to 5-year-old children using item response theory. Language, Speech, and Hearing Services in Schools, 37(3), 224–235. doi: 10.1044/0161-1461(2006/024). CrossRefPubMed

Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A. E., & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40(1), 67–85. doi: 10.1044/0161-1461(2008/07-0098). CrossRefPubMed

Justice, L. M., Logan, J. A. R., Kaderavek, J. N., & Dynia, J. M. (2015). Print-focused read-alouds in early childhood special education programs. Exceptional Children. doi: 10.1177/0014402914563693.

Justice, L. M., Skibbe, L. E., McGinty, A. S., Piasta, S. B., & Petrill, S. A. (2011). Feasibility, efficacy, and social validity of home-based storybook reading intervention for children with language impairment. Journal of Speech, Language and Hearing Research, 54(2), 523–538. doi: 10.1044/1092-4388(2010/09-0151). CrossRef

Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27(1), 49–61. CrossRefPubMedPubMedCentral

Koppenhaver, D. A., & Erickson, K. A. (2003). Natural emergent literacy supports for preschoolers with autism and severe communication impairments. Topics in Language Disorders, 23(4), 283. CrossRef

Lanter, E., Watson, L. R., Erickson, K. A., & Freeman, D. (2012). Emergent literacy in children with autism: An exploration of developmental and contextual dynamic processes. Language, Speech, and Hearing Services in Schools, 43(3), 308–324. doi: 10.1044/0161-1461(2012/10-0083). CrossRefPubMed

Lanter, E., Freeman, D., & Dove, S. (2013). Procedural and conceptual print-related achievements in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(1), 14–25. CrossRef

Levin, I., Shatil-Carmon, S., & Asif-Rave, O. (2006). Learning of letter names and sounds and their contribution to word recognition. Journal of Experimental Child Psychology, 93(2), 139–165. CrossRefPubMed

Logan, J., Justice, L. M., & Pentimonti, J. M. (2014). Ready to read and school success: Kindergarten readiness and the “third grade reading guarantee”. Columbus, OH: Crane Center for Early Childhood Research and Policy, The Ohio State University.

Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596–613. CrossRefPubMed

Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263–290. doi: 10.1111/j.1467-8624.1998.tb06247.x. CrossRef

Mastropieri, M. A., Scruggs, T. E., & Graetz, J. E. (2003). Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. Learning Disability Quarterly, 26(2), 103–116. CrossRef

Minshew, N. J., Goldstein, G., Taylor, H. G., & Siegel, D. J. (1994). Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16(2), 261–270. CrossRefPubMed

Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36(7), 911–919. doi: 10.1007/s10803-006-0130-1. CrossRefPubMed

Nation, K., Cocksey, J., Taylor, J. S., & Bishop, D. V. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, 51(9), 1031–1039. CrossRefPubMed

National Early Literacy Panel. (2008). Developing early literacy. Washington, DC: National Institute for Literacy.

O’connell, A. A., Logan, J. A. R., Pentimonti, J. M., & Mccoach, D. B. (2013). Linear and quadratic growth models for continuous and dichotomous outcomes. In Y. Petscher, C. Schatschneider & D. L. Compton (Eds.), Applied quantitative analysis in education and the social sciences. New York: Routledge.

Ohio Department of Education. (2004). Kindergarten readiness assessment (kra- l). Retrieved December 7, 2015, from http://education.ohio.gov/Topics/Early-Learning/Guidance-About-Kindergarten/KRAL.

Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810–820. doi: 10.1111/j.1467-8624.2012.01754.x. CrossRefPubMed

Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (3rd ed.). Thousand Oaks, CA: Sage.

Ricketts, J., Jones, C. R., Happé, F., & Charman, T. (2013). Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43(4), 1–10. doi: 10.1007/s10803-012-1619-4. CrossRef

Rosenberg, N. E. (2008). A descriptive analysis of the early literacy skills of preschoolers with autism spectrum disorder. Seattle: University of Washington.

Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265–282. CrossRef

Travers, J. C., Higgins, K., Pierce, T., Boone, R., Miller, S., & Tandy, R. (2011). Emergent literacy skills of preschool students with autism: A comparison of teacher-led and computer-assisted instruction. Education and Training in Autism and Developmental Disabilities, 46, 326–338.

Wei, X., Christiano, E. R., Jennifer, W. Y., Wagner, M., & Spiker, D. (2015). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism, 19(2), 200–210. doi: 10.1177/1362361313516549. CrossRefPubMed

Wiig, E. H., Secord, W. A., & Semel, E. (2004). Clinical evaluation of language fundamentals preschool (2nd ed.). San Antonio, TX: Harcourt Assessment.

Wong, V. C.-N., Fung, C.-W., Lee, S.-L., & Wong, P. T. Y. (2015). Review of evolution of clinical, training and educational services and research program for autism spectrum disorders in hong kong. Science China Life Sciences, 58(10), 991–1009. CrossRefPubMed

Titel: Comparing Children with ASD and Their Peers’ Growth in Print Knowledge
Auteurs:: Jaclyn M. Dynia
Matthew E. Brock
Jessica A. R. Logan
Laura M. Justice
Joan N. Kaderavek
Publicatiedatum: 25-04-2016
DOI: https://doi.org/10.1007/s10803-016-2790-9
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 7/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 7/2016

The Relationship Between Optimism, Coping, and Depressive Symptoms in Hispanic Mothers and Fathers of Children with Autism Spectrum Disorder

Understanding One’s Own Emotions in Cognitively-Able Preadolescents with Autism Spectrum Disorder

Pretend Play and Social Engagement in Toddlers at High and Low Genetic Risk for Autism Spectrum Disorder

Parental Self-Efficacy and Positive Contributions Regarding Autism Spectrum Condition: An Actor–Partner Interdependence Model

Asperger Syndrome and Schizophrenia: A Comparative Neuropsychological Study

Brief Report: Autism Spectrum Disorder and Substance Use Disorder: A Review and Case Study