Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur A. M. HODGE |
Documents disponibles écrits par cet auteur (1)
Faire une suggestion Affiner la recherche
The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
[article]
Titre : The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. TREMBATH, Auteur ; Amanda A. WEBSTER, Auteur ; A. M. HODGE, Auteur ; J. ROBERTS, Auteur Article en page(s) : p.424-438 Langues : Anglais (eng) Mots-clés : ASD Emergent literacy Preschool-age Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-016-2964-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.424-438[article] The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. TREMBATH, Auteur ; Amanda A. WEBSTER, Auteur ; A. M. HODGE, Auteur ; J. ROBERTS, Auteur . - p.424-438.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.424-438
Mots-clés : ASD Emergent literacy Preschool-age Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-016-2964-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303