Code- and Meaning-related Emergent Literacy Skills and Joint Attention in Autistic and Non-Autistic Children / Ieva MISIUNAITE in Journal of Autism and Developmental Disorders, 55-10 (October 2025)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3505-3519 Titre : Code- and Meaning-related Emergent Literacy Skills and Joint Attention in Autistic and Non-Autistic Children Type de document : texte imprimé Auteurs : Ieva MISIUNAITE, Auteur ; Denise DAVIDSON, Auteur ; Brooke SAWYER, Auteur Article en page(s) : p.3505-3519 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Code- and meaning-related emergent literacy skills of autistic children were compared to those of non-autistic children who did not differ on age and full-scale IQ (FSIQ). The associations between joint attention skills and early literacy abilities were of interest. Seventeen autistic and 20 non-autistic children (48 to 72 months) participated. Parents completed a joint attention measure and children completed code- and meaning-related emergent literacy skills measures. Findings showed that autistic and non-autistic children did not differ on code-related emergent literacy skills, letter knowledge and phonological awareness, but autistic children scored lower on print conceptsand name writing. Autistic children also scored lower on meaning-related skills assessing the comprehensive and quality of oral narratives. FSIQ predicted print concept knowledge in all children. Receptive vocabulary was a significant predictor of meaning-related skills in autistic children and the quality of oral narratives in non-autisticchildren. Joint attention was also a significant predictor of oral narrative quality in autistic children. Recommendations for promoting emergent literacy skills using a strength-based approach are discussed. En ligne : https://doi.org/10.1007/s10803-024-06469-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 [article] Code- and Meaning-related Emergent Literacy Skills and Joint Attention in Autistic and Non-Autistic Children [texte imprimé] / Ieva MISIUNAITE, Auteur ; Denise DAVIDSON, Auteur ; Brooke SAWYER, Auteur . - p.3505-3519. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 55-10 (October 2025) . - p.3505-3519 Index. décimale : PER Périodiques Résumé : Code- and meaning-related emergent literacy skills of autistic children were compared to those of non-autistic children who did not differ on age and full-scale IQ (FSIQ). The associations between joint attention skills and early literacy abilities were of interest. Seventeen autistic and 20 non-autistic children (48 to 72 months) participated. Parents completed a joint attention measure and children completed code- and meaning-related emergent literacy skills measures. Findings showed that autistic and non-autistic children did not differ on code-related emergent literacy skills, letter knowledge and phonological awareness, but autistic children scored lower on print conceptsand name writing. Autistic children also scored lower on meaning-related skills assessing the comprehensive and quality of oral narratives. FSIQ predicted print concept knowledge in all children. Receptive vocabulary was a significant predictor of meaning-related skills in autistic children and the quality of oral narratives in non-autisticchildren. Joint attention was also a significant predictor of oral narrative quality in autistic children. Recommendations for promoting emergent literacy skills using a strength-based approach are discussed. En ligne : https://doi.org/10.1007/s10803-024-06469-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568

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