Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills

Autor/inn/en	Bean, Allison F.; Perez, Brenda I.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M.
Titel	Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills
Quelle	In: Journal of Autism and Developmental Disorders, 50 (2020) 3, S.1018-1030 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bean, Allison F.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-019-04306-4
Schlagwörter	Emergent Literacy; Preschool Children; Autism; Language Impairments; Story Reading; Predictor Variables; Phonological Awareness; Printed Materials + 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; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Prädiktor
Abstract	Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler's emergent-literacy skill development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01