[article] 
inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3060-3065

Titre :	No Differences in Code-Related Emergent Literacy Skills in Well-Matched 4-Year-Old Children With and Without ASD
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Marleen F. WESTERVELD, Auteur ; Jessica PAYNTER, Auteur ; Amanda BRIGNELL, Auteur ; Sheena REILLY, Auteur
Article en page(s) :	p.3060-3065
Langues :	Anglais (eng)
Mots-clés :	Alphabet knowledge  Autism spectrum disorder  Emergent literacy  Home literacy environment  Phonological awareness
Index. décimale :	PER Périodiques
Résumé :	This study used data from a prospective community-based sample and compared the code-related emergent literacy skills (phonological awareness and letter knowledge) of 4-year-old children with ASD (n?=?36) to their peers without ASD (n?=?36), matched for age, gender, socio-economic status, language ability, and nonverbal cognition. We also compared groups on parent-reported home literacy measures, including the amount of time their child enjoyed being read to. There were no significant group differences in emergent literacy, indicating that an ASD diagnosis was not related to children's emergent literacy performance. We found no group differences in parent-reported home literacy experiences. This highlights the need for careful consideration of factors beyond ASD traits that may influence literacy outcomes in this population.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04407-5
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

[article] No Differences in Code-Related Emergent Literacy Skills in Well-Matched 4-Year-Old Children With and Without ASD [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; Jessica PAYNTER, Auteur ; Amanda BRIGNELL, Auteur ; Sheena REILLY, Auteur . - p.3060-3065.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3060-3065

Mots-clés :	Alphabet knowledge  Autism spectrum disorder  Emergent literacy  Home literacy environment  Phonological awareness
Index. décimale :	PER Périodiques
Résumé :	This study used data from a prospective community-based sample and compared the code-related emergent literacy skills (phonological awareness and letter knowledge) of 4-year-old children with ASD (n?=?36) to their peers without ASD (n?=?36), matched for age, gender, socio-economic status, language ability, and nonverbal cognition. We also compared groups on parent-reported home literacy measures, including the amount of time their child enjoyed being read to. There were no significant group differences in emergent literacy, indicating that an ASD diagnosis was not related to children's emergent literacy performance. We found no group differences in parent-reported home literacy experiences. This highlights the need for careful consideration of factors beyond ASD traits that may influence literacy outcomes in this population.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04407-5
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428