Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders / Elizabeth LANTER in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 28-1 (March 2013) . - p.14-25 Titre : Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders Type de document : texte imprimé 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 [article] Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders [texte imprimé] / 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

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