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Gepubliceerd in: Journal of Autism and Developmental Disorders 2/2017

19-11-2016 | Original Paper

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

Auteurs: M. F. Westerveld, J. Paynter, D. Trembath, A. A. Webster, A. M. Hodge, J. Roberts

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2017

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Abstract

A high percentage of school-age students with autism spectrum disorder (ASD) have reading comprehension difficulties leading to academic disadvantage. These difficulties may be related to differences in children’s emergent literacy development in the preschool years. In this study, we examined the relationship between emergent literacy skills, broader cognitive and language ability, autism severity, and home literacy environment factors in 57 preschoolers with ASD. The children showed strengths in code-related emergent literacy skills such as alphabet knowledge, but significant difficulties with meaning-related emergent literacy skills. There was a significant relationship between meaning-related skills, autism severity, general oral language skills, and nonverbal cognition. Identification of these meaning-related precursors will guide the targets for early intervention to help ensure reading success for students with ASD.
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Metagegevens
Titel
The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder
Auteurs
M. F. Westerveld
J. Paynter
D. Trembath
A. A. Webster
A. M. Hodge
J. Roberts
Publicatiedatum
19-11-2016
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 2/2017
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-016-2964-5