12 recherche sur le mot-clé 'emergent literacy'

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)  

Public ISBD [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

The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 47-2 (February 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.424-438 Titre : The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. TREMBATH, Auteur ; Amanda A. WEBSTER, Auteur ; A. M. HODGE, Auteur ; J. ROBERTS, Auteur Article en page(s) : p.424-438 Langues : Anglais (eng) Mots-clés : ASD  Emergent literacy  Preschool-age Index. décimale : PER Périodiques Résumé : A high percentage of school-age students with autism spectrum disorder (ASD) have reading comprehension difficulties leading to academic disadvantage. These difficulties may be related to differences in children’s emergent literacy development in the preschool years. In this study, we examined the relationship between emergent literacy skills, broader cognitive and language ability, autism severity, and home literacy environment factors in 57 preschoolers with ASD. The children showed strengths in code-related emergent literacy skills such as alphabet knowledge, but significant difficulties with meaning-related emergent literacy skills. There was a significant relationship between meaning-related skills, autism severity, general oral language skills, and nonverbal cognition. Identification of these meaning-related precursors will guide the targets for early intervention to help ensure reading success for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2964-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 [article] The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. TREMBATH, Auteur ; Amanda A. WEBSTER, Auteur ; A. M. HODGE, Auteur ; J. ROBERTS, Auteur . - p.424-438. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.424-438 Mots-clés : ASD  Emergent literacy  Preschool-age Index. décimale : PER Périodiques Résumé : A high percentage of school-age students with autism spectrum disorder (ASD) have reading comprehension difficulties leading to academic disadvantage. These difficulties may be related to differences in children’s emergent literacy development in the preschool years. In this study, we examined the relationship between emergent literacy skills, broader cognitive and language ability, autism severity, and home literacy environment factors in 57 preschoolers with ASD. The children showed strengths in code-related emergent literacy skills such as alphabet knowledge, but significant difficulties with meaning-related emergent literacy skills. There was a significant relationship between meaning-related skills, autism severity, general oral language skills, and nonverbal cognition. Identification of these meaning-related precursors will guide the targets for early intervention to help ensure reading success for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2964-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303

Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment / L. M. JUSTICE in Journal of Autism and Developmental Disorders, 48-12 (December 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4179-4192 Titre : Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment Type de document : Texte imprimé et/ou numérique Auteurs : L. M. JUSTICE, Auteur ; J. CHEN, Auteur ; S. TAMBYRAJA, Auteur ; J. LOGAN, Auteur Article en page(s) : p.4179-4192 Langues : Anglais (eng) Mots-clés : Developmental disability  Emergent literacy  Home literacy  Language impairment  Parent-implemented interventions  Preschool Index. décimale : PER Périodiques Résumé : This study investigated the effects of four behavior-change techniques for caregivers implementing a 15-week literacy intervention with their children with language impairment. Techniques include modeling, encouragement, feedback, and rewards. Random assignment within a factorial experimental design was used to determine which behavior-change technique(s) each of the 128 caregivers would receive. Caregivers' adherence was assessed for frequency and dosage of intervention based on submission of logs and tape recordings. Children's print knowledge was assessed at pre- and posttest to assess literacy skills. Results showed that children whose caregivers were rewarded 50 cents per session to implement the intervention made significantly greater gains in print knowledge over the treatment period. Further, these effects were fully mediated by effects of the behavior-change technique on caregivers' adherence to the intervention. En ligne : http://dx.doi.org/10.1007/s10803-018-3646-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371 [article] Increasing Caregivers' Adherence to an Early-Literacy Intervention Improves the Print Knowledge of Children with Language Impairment [Texte imprimé et/ou numérique] / L. M. JUSTICE, Auteur ; J. CHEN, Auteur ; S. TAMBYRAJA, Auteur ; J. LOGAN, Auteur . - p.4179-4192. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-12 (December 2018) . - p.4179-4192 Mots-clés : Developmental disability  Emergent literacy  Home literacy  Language impairment  Parent-implemented interventions  Preschool Index. décimale : PER Périodiques Résumé : This study investigated the effects of four behavior-change techniques for caregivers implementing a 15-week literacy intervention with their children with language impairment. Techniques include modeling, encouragement, feedback, and rewards. Random assignment within a factorial experimental design was used to determine which behavior-change technique(s) each of the 128 caregivers would receive. Caregivers' adherence was assessed for frequency and dosage of intervention based on submission of logs and tape recordings. Children's print knowledge was assessed at pre- and posttest to assess literacy skills. Results showed that children whose caregivers were rewarded 50 cents per session to implement the intervention made significantly greater gains in print knowledge over the treatment period. Further, these effects were fully mediated by effects of the behavior-change technique on caregivers' adherence to the intervention. En ligne : http://dx.doi.org/10.1007/s10803-018-3646-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=371

Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4692-4697 Titre : Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. ADAMS, Auteur Article en page(s) : p.4692-4697 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication  Humans  Longitudinal Studies  Prospective Studies  Social Interaction  Social Skills  Autism spectrum disorder  Ccc-2  Emergent literacy  Scq  Vabs-ii Index. décimale : PER Périodiques Résumé : We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children's performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties. En ligne : http://dx.doi.org/10.1007/s10803-021-04889-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Marleen F. WESTERVELD, Auteur ; J. PAYNTER, Auteur ; D. ADAMS, Auteur . - p.4692-4697. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4692-4697 Mots-clés : Autism Spectrum Disorder/diagnosis  Autistic Disorder  Child  Child, Preschool  Communication  Humans  Longitudinal Studies  Prospective Studies  Social Interaction  Social Skills  Autism spectrum disorder  Ccc-2  Emergent literacy  Scq  Vabs-ii Index. décimale : PER Périodiques Résumé : We used parent-report data from a prospective longitudinal study to better understand the early strengths in written skills often observed in preschoolers on the spectrum. Consistent with previous research, children demonstrated relative strengths in standardized written communication compared to spoken communication scores on the VABS-II. We found no significant links between children's performance on the written communication subdomain and their autism characteristics or the Social Interaction Deviance Composite score on the CCC-2. Our results emphasize the need for further research into the early strengths in written skills of preschoolers on the spectrum. From a clinical viewpoint, we highlight the need for a comprehensive emergent literacy assessment in this group of children who are at high risk of persistent literacy difficulties. En ligne : http://dx.doi.org/10.1007/s10803-021-04889-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Comparing Children with ASD and Their Peers’ Growth in Print Knowledge / Jaclyn M. DYNIA in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2490-2500 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 [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

Predictors of decoding for children with autism spectrum disorder in comparison to their peers / Jaclyn M. DYNIA in Research in Autism Spectrum Disorders, 37 (May 2017)  

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Looking or talking: Visual attention and verbal engagement during shared book reading of preschool children on the autism spectrum / Rachelle WICKS in Autism, 24-6 (August 2020)  

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Preschool predictors of reading ability in the first year of schooling in children with ASD / Marleen F. WESTERVELD in Autism Research, 11-10 (October 2018)  

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Procedural and Conceptual Print-Related Achievements in Young Children With Autism Spectrum Disorders / Elizabeth LANTER in Focus on Autism and Other Developmental Disabilities, 28-1 (March 2013)  

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Shared Book Reading Behaviors of Parents and Their Verbal Preschoolers on the Autism Spectrum / Marleen F. WESTERVELD in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

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