Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum

被引:96
作者
Davidson, Meghan M. [1 ]
Weismer, Susan Ellis [1 ]
机构
[1] Univ Wisconsin, Dept Commun Sci & Disorders, Waisman Ctr, Madison, WI 53706 USA
关键词
Emergent literacy; Reading; Language; Comprehension; Autism spectrum disorder; PARENT VERBAL RESPONSIVENESS; EMERGENT LITERACY SKILLS; LANGUAGE IMPAIRMENT; ORAL LANGUAGE; COMMUNICATIVE DEVELOPMENT; INDIVIDUAL-DIFFERENCES; EXPRESSIVE LANGUAGE; PRESCHOOL-CHILDREN; PRINT KNOWLEDGE; AGE-CHILDREN;
D O I
10.1007/s10803-013-1936-2
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and lower meaning) was found in 62 % of this sample. Concurrent analyses revealed that reading proficiency was associated with higher nonverbal cognition and expressive language, and that social ability was negatively related to alphabet knowledge. Nonverbal cognition and expressive language at mean age 2A1/2 years predicted later reading performance at mean age 5A1/2 years. These results support the importance of early language skills as a foundation for reading in children with ASD.
引用
收藏
页码:828 / 845
页数:18
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