[article]
Titre : |
Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
Elizabeth LANTER, Auteur ; Daniel FREEMAN, Auteur ; Stephanie DOVE, Auteur |
Article en page(s) : |
p.14-25 |
Mots-clés : |
emergent literacy autism spectrum disorders print knowledge home literacy early literacy print awareness |
Index. décimale : |
PER Périodiques |
Résumé : |
A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD. |
En ligne : |
http://dx.doi.org/10.1177/1088357612459270 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 |
in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.14-25
[article] Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Elizabeth LANTER, Auteur ; Daniel FREEMAN, Auteur ; Stephanie DOVE, Auteur . - p.14-25. in Focus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.14-25
Mots-clés : |
emergent literacy autism spectrum disorders print knowledge home literacy early literacy print awareness |
Index. décimale : |
PER Périodiques |
Résumé : |
A comparative analysis between emergent procedural and conceptual print-related achievements was conducted for 32 children with autism spectrum disorders (ASD) aged 4 to 8 years. To minimize the influence of linguistic competence on the assessment, the ASD print-related profile was compared with that of a language-matched sample of typically developing peers. Two factors associated with young children’s print-related achievements, their print motivation and home-based experiences, were illustrated for the matched participants. We found that children with ASD earned significantly higher scores on a parentally reported composite measure of emergent procedural (e.g., letter name identification) than conceptual (e.g., pretend reading) print-related accomplishments. The children with ASD were more often reported by their parents as motivated by letters but less likely to request or enjoy shared reading than their language-matched peers. Findings provide a preliminary profile of emergent print-related accomplishments that may be considered in educational planning for children with ASD. |
En ligne : |
http://dx.doi.org/10.1177/1088357612459270 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=191 |
|