Early Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia

Autor/inn/en	Macdonald, Dianne; Luk, Gigi; Quintin, Eve-Marie
Titel	Early Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia
Quelle	In: Journal of Autism and Developmental Disorders, 52 (2022) 4, S.1652-1672 (21 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/s10803-021-05057-x
Schlagwörter	Reading Comprehension; Autism; Pervasive Developmental Disorders; Handheld Devices; Reading Difficulties; Language Impairments; Oral Language; Preschool Children; Intervention; Scores; Receptive Language; Expressive Language; Outcomes of Education; Comparative Analysis; Achievement Gains + Suchen Sie Ihr Suchwort? Leseverstehen; Autismus; Reading difficulty; Leseschwierigkeit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Oral interpretation; Mündlicher Sprachgebrauch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Rezeptive Kommunikationsfähigkeit; Lernleistung; Schulerfolg; Achievement gain; Leistungssteigerung
Abstract	Children with autism spectrum disorder (ASD) and hyperlexia (HPL) have both advanced word reading skills and a reading comprehension disorder, alongside impaired oral language. We developed a unique, parent-supported, tablet-based intervention aiming to improve oral and reading comprehension at the word-, phrase- and sentence-level, for preschoolers with ASD and hyperlexia (ASD + HPL). English-speaking preschoolers (N = 30) with ASD + HPL (N = 8), ASD without HPL (N = 7) and typical development (N = 15) underwent a 6-week no-intervention period followed by a 6-week intervention period. Findings revealed a significant increase in reading comprehension scores for the group with ASD + HPL as compared to the TD group (p = 0.023). Gains were also found for receptive but not expressive language for all groups. Implications for early intervention for preschoolers with ASD + HPL are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01