[article]
| Titre : |
Comparing Children with ASD and Their Peers’ Growth in Print Knowledge |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Jessica A. R. LOGAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur |
| Article en page(s) : |
p.2490-2500 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Autism Emergent literacy Print knowledge |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-016-2790-9 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 |
in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2490-2500
[article] Comparing Children with ASD and Their Peers’ Growth in Print Knowledge [Texte imprimé et/ou numérique] / Jaclyn M. DYNIA, Auteur ; Matthew E. BROCK, Auteur ; Jessica A. R. LOGAN, Auteur ; Laura M. JUSTICE, Auteur ; Joan N. KADERAVEK, Auteur . - p.2490-2500. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2490-2500
| Mots-clés : |
Autism Emergent literacy Print knowledge |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-016-2790-9 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 |
|
Comparing Children with ASD and Their Peers’ Growth in Print Knowledge in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
