作者
Jaclyn M Dynia, Matthew E Brock, Jessica AR Logan, Laura M Justice, Joan N Kaderavek
发表日期
2016/7
期刊
Journal of autism and developmental disorders
卷号
46
页码范围
2490-2500
出版商
Springer US
简介
Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills—particularly print knowledge—might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill.
学术搜索中的文章
JM Dynia, ME Brock, JAR Logan, LM Justice… - Journal of autism and developmental disorders, 2016