Print Knowledge in Children with Autism Spectrum Disorder: Do Child and Family Variables Play a Role?

Autor/inn/en	Dynia, Jaclyn M.; Solari, Emily J.
Titel	Print Knowledge in Children with Autism Spectrum Disorder: Do Child and Family Variables Play a Role?
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 1, S.197-208 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dynia, Jaclyn M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Autism; Pervasive Developmental Disorders; Preschool Children; Developmental Disabilities; Language Impairments; Predictor Variables; Emergent Literacy; Phonological Awareness; Individual Characteristics; Family Characteristics; Asperger Syndrome; Written Language; Alphabets; Word Recognition; Decoding (Reading); Phonological Awareness Literacy Screening + Suchen Sie Ihr Suchwort? Autismus; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsstörung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Prädiktor; Frühleseunterricht; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Asperger-Syndrom; Geschriebene Sprache; Buchstabenschrift; Worterkennung; Dekodierung
Abstract	Purpose: This study aimed to examine the print knowledge of children with autism spectrum disorder (ASD) in comparison to children who have developmental language disorder (DLD) and typically developing (TD) children as well as examine the child and family predictors of print knowledge. Method: A total of 629 preschool children, including 33 children with ASD, 93 children with DLD, and 503 TD children, were the focus of the current study. Teachers completed direct assessments with the children in the fall and spring of the academic year on print knowledge using the Phonological Awareness Literacy Screener. Results: Analyses of covariance were used to compare the print knowledge skills (uppercase and lowercase letter identification, print and word awareness, name writing) in the fall and spring for each of the three groups. The groups were significantly different for the Print and Word Awareness and Name Writing subtests in both the fall and spring. A Tukey's honestly significant difference further indicated that, for these subtests, the children with ASD had significantly lower scores than both the children with DLD and TD children. When examining the child and family predictors of residualized gain in print knowledge for the children with ASD, the only significant predictor for any outcome was fall scores. When examining the predictors for the full sample, fall scores, age, ASD status, and mothers' education level were significant predictors of print and word awareness and name writing scores. Conclusions: None of the child and family characteristics seemed to be related to residualized gain in print knowledge for children with ASD. However, when examining predictors of residualized gain in print knowledge for the full sample, ASD status was related to lower scores for both print and word awareness and name writing. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01