[article] 
inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1598-1612

Titre :	Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur
Article en page(s) :	p.1598-1612
Langues :	Anglais (eng)
Mots-clés :	Alphabet knowledge  Autism  Hyperlexia  Phonological awareness
Index. décimale :	PER Périodiques
Résumé :	A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD?+?HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04628-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

[article] Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers [Texte imprimé et/ou numérique] / Dianne MACDONALD, Auteur ; Gigi LUK, Auteur ; Eve-Marie QUINTIN, Auteur . - p.1598-1612.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1598-1612

Mots-clés :	Alphabet knowledge  Autism  Hyperlexia  Phonological awareness
Index. décimale :	PER Périodiques
Résumé :	A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD?+?HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia.
En ligne :	http://dx.doi.org/10.1007/s10803-020-04628-8
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445