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Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers / Dianne MACDONALD in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
[article]
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
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1598-1612[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 No Differences in Code-Related Emergent Literacy Skills in Well-Matched 4-Year-Old Children With and Without ASD / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
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
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3060-3065[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