ERIC Number: EJ1130177
Record Type: Journal
Publication Date: 2017-Feb
Abstractor: As Provided
The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder
Westerveld, M. F.; Paynter, J.; Trembath, D.; Webster, A. A.; Hodge, A. M.; Roberts, J.
Journal of Autism and Developmental Disorders, v47 n2 p424-438 Feb 2017
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.
Descriptors: Emergent Literacy, Preschool Children, Autism, Pervasive Developmental Disorders, Cognitive Ability, Language Skills, Severity (of Disability), Oral Language, Nonverbal Ability, Family Environment
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
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