The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

被引：54
作者：
Westerveld, M. F. [1 ,2 ,5 ]
Paynter, J. [2 ,3 ,5 ,8 ]
Trembath, D. [2 ,5 ]
Webster, A. A. [1 ,5 ,6 ,7 ]
Hodge, A. M. [4 ,5 ]
Roberts, J. [1 ,5 ,6 ]
机构：
[1] Griffith Univ, Sch Allied Hlth Sci, Griffith Inst Educ Res, Griffith Hlth Ctr, G40,Room 2-70, Gold Coast, Qld 4222, Australia
[2] Griffith Univ, Menzies Hlth Inst Queensland, Gold Coast, Qld 4222, Australia
[3] AEIOU Fdn, POB 226, Nathan, Qld 4111, Australia
[4] Childrens Hosp Westmead, Child Dev Unit, DClinNeuropsy, Westmead, NSW 2145, Australia
[5] Cooperat Res Ctr Living Autism, Brisbane, Qld, Australia
[6] Griffith Univ, Griffith Inst Educ Res, Autism Ctr Excellence, 176 Messines Ridge Rd, Mt Gravatt, Qld 4122, Australia
[7] Univ Wollongong, Wollongong, NSW, Australia
[8] Griffith Univ, Gold Coast, Qld 4222, Australia
来源：
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2017年 / 47卷 / 02期
关键词：
ASD; Emergent literacy; Preschool-age; ORAL NARRATIVE ABILITY; SCHOOL-AGED CHILDREN; READING-COMPREHENSION; LANGUAGE IMPAIRMENT; PHONOLOGICAL SENSITIVITY; 5-YEAR-OLD CHILDREN; COHERENCE ACCOUNT; PRINT KNOWLEDGE; YOUNG-CHILDREN; VOCABULARY;
D O I：
10.1007/s10803-016-2964-5
中图分类号：
B844 [发展心理学（人类心理学）];
学科分类号：
040202 ;
摘要：
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.
引用
收藏
页码：424 / 438
页数：15
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