Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills.
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 bet...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 50; no. 3; pp. 1018 - 1031 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Mar2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=141662620&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 141662620 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Mar2020 vid: 50 iid: 3 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 141662620 141662620 141662620 10.1007/s10803-019-04306-4 141662620 ppf: 1018 ppct: 13 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills. aug: au: Bean, Allison F. Perez, Brenda I. Dynia, Jaclyn M. Kaderavek, Joan N. Justice, Laura M. affil: Department of Speech & Hearing Science, The Ohio State University, 1070 Carmack Rd., 43210, Columbus, OH, USA sug: subj: Autism Spectrum Disorder Therapy Language Disorders Therapy Early Childhood Intervention Reading Books Literacy Evaluation Child Development Evaluation Human Child, Preschool Comparative Studies Faculty-Student Relations Child Development Disorders Group Processes Child, Preschool: 2-5 years ab: 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. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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