Predicting Reading Comprehension in Young Children with Autism Spectrum Disorder

Autor/inn/en	Knight, Erin; Blacher, Jan; Eisenhower, Abbey
Titel	Predicting Reading Comprehension in Young Children with Autism Spectrum Disorder
Quelle	In: School Psychology, 34 (2019) 2, S.168-177 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000277
Schlagwörter	Predictor Variables; Reading Comprehension; Young Children; Autism; Pervasive Developmental Disorders; Emergent Literacy; Curriculum Based Assessment; Language Impairments; Reading Skills; Decoding (Reading); Diagnostic Tests; Observation; Parents; Reading Difficulties; Severity (of Disability); Intelligence Tests; Cognitive Development; Achievement Tests; Autism Diagnostic Observation Schedule; Wechsler Preschool and Primary Scale of Intelligence; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Prädiktor; Leseverstehen; Frühe Kindheit; Autismus; Frühleseunterricht; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Reading skill; Lesefertigkeit; Dekodierung; Diagnostic test; Diagnostischer Test; Beobachtung; Eltern; Reading difficulty; Leseschwierigkeit; Schweregrad; Intelligence test; Intelligenztest; Kognitive Entwicklung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Relationships between early literacy measures (i.e., curriculum-based measurement) and advanced literacy measures (i.e., reading comprehension) were examined in young children with autism spectrum disorders (ASDs). Participants in this study were 167 children between the ages of 4 and 7 years (M = 5 years 8 months), who were assessed at 2 time points during 1 school year. Results indicated that, compared to other measures of early literacy skills, curriculum-based measurements (CBMs) accurately assessed skills in students with ASD. Furthermore, early literacy skills predicted reading comprehension approximately six months later in this sample. The reading development of children with ASD compared to typically developing children appears to be similar in the predictive capacity of decoding skills on later reading skills and dissimilar in the variability and range of skills. CBM tools can provide educators with information about the early reading skills of children with ASD to help address reading and language difficulties seen in this population. [For the Grantee Submission, see ED590529.] (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01