Code-Related Literacy Profiles of Kindergarten Students with Autism

Autor/inn/en	Solari, Emily J.; Henry, Alyssa R.; Grimm, Ryan P.; Zajic, Matthew C.; McGinty, Anita
Titel	Code-Related Literacy Profiles of Kindergarten Students with Autism
Quelle	In: Autism: The International Journal of Research and Practice, 26 (2022) 1, S.230-242 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Solari, Emily J.) ORCID (Zajic, Matthew C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/13623613211025904
Schlagwörter	Kindergarten; Autism; Pervasive Developmental Disorders; Literacy Education; Emergent Literacy; Reading Skills; Preschool Children; Reading Instruction; Alphabets; Phonological Awareness; Phonemic Awareness; Students with Disabilities; Decoding (Reading); Virginia; Phonological Awareness Literacy Screening + Suchen Sie Ihr Suchwort? Autismus; Frühleseunterricht; Reading skill; Lesefertigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Leseunterricht; Buchstabenschrift; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Dekodierung
Abstract	Difficulties with reading development have been well documented in samples of children with autism spectrum disorders. This study utilized a state-level early literacy dataset of kindergarten students educationally diagnosed with autism spectrum disorder (N = 616) to investigate the development of critical early reading skills across the kindergarten year. The study employed latent profile analysis and latent transition analysis to empirically derive profiles of early readers at kindergarten entry and the end of kindergarten. Results demonstrate the heterogenous nature of early reading skills for young school-aged students with autism spectrum disorder. Results have important implications for the early instruction and intervention of early reading for young children with autism spectrum disorder. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01