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The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

Journal Article


Abstract


  • 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 meaningrelated

    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

UOW Authors


  •   Westerveld, M (external author)
  •   Paynter, J (external author)
  •   Trembath, D (external author)
  •   Webster, Amanda
  •   Hodge, A. M. (external author)
  •   Roberts, J. (external author)

Publication Date


  • 2017

Citation


  • Westerveld, M. F., Paynter, J., Trembath, D., Webster, A. A., Hodge, A. M. & Roberts, J. (2017). The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 47 (2), 424-438.

Scopus Eid


  • 2-s2.0-84995743931

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3532

Has Global Citation Frequency


Number Of Pages


  • 14

Start Page


  • 424

End Page


  • 438

Volume


  • 47

Issue


  • 2

Place Of Publication


  • United States

Abstract


  • 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 meaningrelated

    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

UOW Authors


  •   Westerveld, M (external author)
  •   Paynter, J (external author)
  •   Trembath, D (external author)
  •   Webster, Amanda
  •   Hodge, A. M. (external author)
  •   Roberts, J. (external author)

Publication Date


  • 2017

Citation


  • Westerveld, M. F., Paynter, J., Trembath, D., Webster, A. A., Hodge, A. M. & Roberts, J. (2017). The Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 47 (2), 424-438.

Scopus Eid


  • 2-s2.0-84995743931

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3532

Has Global Citation Frequency


Number Of Pages


  • 14

Start Page


  • 424

End Page


  • 438

Volume


  • 47

Issue


  • 2

Place Of Publication


  • United States