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Journal of Autism and Developmental Disorders
Gepubliceerd in:

25-04-2016 | Original Paper

Comparing Children with ASD and Their Peers’ Growth in Print Knowledge

Auteurs: Jaclyn M. Dynia, Matthew E. Brock, Jessica A. R. Logan, Laura M. Justice, Joan N. Kaderavek

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 7/2016

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Abstract

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.
vorige artikel Service Needs Across the Lifespan for Individuals with Autism
volgende artikel Brief Report: Ages of Language Milestones as Predictors of Developmental Trajectories in Young Children with Autism Spectrum Disorder
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Metagegevens
Titel
Comparing Children with ASD and Their Peers’ Growth in Print Knowledge
Auteurs
Jaclyn M. Dynia
Matthew E. Brock
Jessica A. R. Logan
Laura M. Justice
Joan N. Kaderavek
Publicatiedatum
25-04-2016
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 7/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-016-2790-9

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