Comparing Children with ASD and Their Peers' Growth in Print Knowledge

Autor/inn/en	Dynia, Jaclyn M.; Brock, Matthew E.; Logan, Jessica A.; Justice, Laura M.; Kaderavek, Joan N.
Titel	Comparing Children with ASD and Their Peers' Growth in Print Knowledge
Quelle	In: Journal of Autism and Developmental Disorders, 46 (2016) 7, S.2490-2500 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2790-9
Schlagwörter	Autism; Pervasive Developmental Disorders; Comparative Analysis; Reading Difficulties; Reading Improvement; Printed Materials; Longitudinal Studies; Alphabets; Knowledge Level; Preschool Children; Emergent Literacy; Skill Development; Reading Instruction + Suchen Sie Ihr Suchwort? Autismus; Reading difficulty; Leseschwierigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Buchstabenschrift; Wissensbasis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Leseunterricht
Abstract	Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills--particularly print knowledge--might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01