A Systematic Review of the Literature on Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

Autor/inn/en	Westerveld, Marleen F.; Trembath, David; Shellshear, Leanne; Paynter, Jessica
Titel	A Systematic Review of the Literature on Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder
Quelle	In: Journal of Special Education, 50 (2016) 1, S.37-48 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466915613593
Schlagwörter	Emergent Literacy; Literature Reviews; Preschool Children; Pervasive Developmental Disorders; Autism; Skill Development; Meta Analysis; Oral Language; Language Skills; Reading Ability; Prior Learning; Participant Characteristics; Research Needs; Intelligence Tests; Diagnostic Tests; Observation; Kaufman Brief Intelligence Test; Preschool Language Scale; Autism Diagnostic Observation Schedule; Clinical Evaluation of Language Fundamentals; Test of Early Language Development + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Kompetenzentwicklung; Qualifikationsentwicklung; Meta-analysis; Metaanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Reading competence; Lesekompetenz; Vorkenntnisse; Forschungsbedarf; Intelligence test; Intelligenztest; Diagnostic test; Diagnostischer Test; Beobachtung
Abstract	A wealth of research has been conducted into emergent literacy (i.e., precursors to formal reading) skills and development in typically developing (TD) children. However, despite research suggesting children with autism spectrum disorder (ASD) are at risk of reading challenges, limited research exists on their emergent literacy. Thus, we aimed to systematically review emergent literacy research with this population. Database searches from 1995 to 2015 yielded three articles that met inclusion criteria. Results suggested both strengths and challenges in emergent literacy skills in children with ASD. Significant links between emergent literacy skills and both oral language and nonverbal cognition were also found. The findings highlight the need for further research; future directions and implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01