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Journal of Autism and Developmental Disorders

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08-02-2020 | Brief Report

No Differences in Code-Related Emergent Literacy Skills in Well-Matched 4-Year-Old Children With and Without ASD

Auteurs: Marleen F. Westerveld, Jessica Paynter, Amanda Brignell, Sheena Reilly

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 8/2020

Abstract

This 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.

vorige artikel Social Cognition in Autism and Schizophrenia Spectrum Disorders: The Same but Different?

volgende artikel Brief Report: Autistic Adults Assign Less Weight to Affective Cues When Judging Others’ Ambiguous Emotional States

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Titel: No Differences in Code-Related Emergent Literacy Skills in Well-Matched 4-Year-Old Children With and Without ASD
Auteurs: Marleen F. Westerveld
Jessica Paynter
Amanda Brignell
Sheena Reilly
Publicatiedatum: 08-02-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 8/2020
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-020-04407-5

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