Early Word Reading of Preschoolers with ASD, Both with and without Hyperlexia, Compared to Typically Developing Preschoolers

Autor/inn/en	Macdonald, Dianne; Luk, Gigi; Quintin, Eve-Marie
Titel	Early Word Reading of Preschoolers with ASD, Both with and without Hyperlexia, Compared to Typically Developing Preschoolers
Quelle	In: Journal of Autism and Developmental Disorders, 51 (2021) 5, S.1598-1612 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Macdonald, Dianne) ORCID (Luk, Gigi) ORCID (Quintin, Eve-Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-020-04628-8
Schlagwörter	Autism; Pervasive Developmental Disorders; Phonology; Emergent Literacy; Preschool Children; Reading Ability; Phonological Awareness; Alphabets; Language Skills; Comparative Analysis; Naming; Phoneme Grapheme Correspondence; Reading Instruction; English; Language Acquisition + Suchen Sie Ihr Suchwort? Autismus; Fonologie; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading competence; Lesekompetenz; Buchstabenschrift; Language skill; Sprachkompetenz; Leseunterricht; English language; Englisch; Sprachaneignung; Spracherwerb
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01