NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1041641
Record Type: Journal
Publication Date: 2014-Nov
Pages: 12
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-0271-1214
Comparing Emergent-Literacy Skills and Home-Literacy Environment of Children with Autism and Their Peers
Dynia, Jaclyn M.; Lawton, Kathy; Logan, Jessica A. R.; Justice, Laura M.
Topics in Early Childhood Special Education, v34 n3 p142-153 Nov 2014
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.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080037