Comparing Emergent-Literacy Skills and Home-Literacy Environment of Children with Autism and Their Peers

Autor/inn/en	Dynia, Jaclyn M.; Lawton, Kathy; Logan, Jessica A. R.; Justice, Laura M.
Titel	Comparing Emergent-Literacy Skills and Home-Literacy Environment of Children with Autism and Their Peers
Quelle	In: Topics in Early Childhood Special Education, 34 (2014) 3, S.142-153 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121414536784
Schlagwörter	Emergent Literacy; Reading Skills; Family Environment; Autism; Comparative Analysis; Pervasive Developmental Disorders; Alphabets; Knowledge Level; Printed Materials; Concept Formation; Student Interests; Story Reading; Young Children; Language Skills; Vocabulary; Phonological Awareness; Early Childhood Education; Questionnaires; Surveys + Suchen Sie Ihr Suchwort? Frühleseunterricht; Reading skill; Lesefertigkeit; Familienmilieu; Autismus; Buchstabenschrift; Wissensbasis; Concept learning; Begriffsbildung; Studieninteresse; Frühe Kindheit; Language skill; Sprachkompetenz; Wortschatz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Fragebogen; Survey; Umfrage; Befragung
Abstract	The purpose of the current study was to characterize and compare the emergent-literacy skills, print interest, and home-literacy environment of children with autism spectrum disorder (ASD) to their peers, as well as to examine the association between children's emergent-literacy skills and their home-literacy environment. Results indicated that children with ASD had significantly higher alphabet knowledge and significantly lower print-concept knowledge when controlling for language ability compared with their peers. Children with ASD also had significantly lower print interest than their typical peers. Moreover, print interest and frequency of storybook reading were related to children's alphabet knowledge. Clinical implications and areas for future research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10