Emergent Literacy in Children With Autism: An Exploration of Developmental and Contextual Dynamic Processes

Lanter, Elizabeth; Watson, Linda R.; Erickson, Karen A.; Freeman, D. M. A.

doi:10.1044/0161-1461(2012/10-0083)

Cited by 69 publications

(90 citation statements)

References 37 publications

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“…These findings are consistent with previous studies showing particular strengths in print-related emergent literacy skills, such as letter identification, in young children with autism [26] and imply that these skills may not be directly a result of parent teaching. Our results also showed that parents of children with autism were more likely to point out signs/words in the environment, even after correcting for age, which suggests that parents may be sensitive to their children’s strengths and focus of attention.…”

Section: Discussionsupporting

confidence: 92%

“…Data on the home literacy environment in the current study were gathered via parent report rather than direct assessment. Although previous research has found good correlations between parent report and children’s print-related literacy skills [26, 49], nonetheless, there is potential for bias towards responses perceived to be more favourable. SES has been shown to impact home literacy environments and literacy behaviours [46, 52]; however, SES was not explored in this study.…”

Section: Discussionmentioning

confidence: 99%

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The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome

Westerveld

Bysterveldt

2017

Folia Phoniatr Logop

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Aims: This exploratory study investigated if there were differences in the home literacy environment of preschool children on the autism spectrum and preschool children with Down syndrome to determine if the home literacy environment may potentially be associated with strengths or weaknesses in children’s social communication skills. Methods: A total of 111 parents of preschoolers with identified disabilities completed a home literacy questionnaire. Results: Results indicated that both groups of parents started reading to their children at an early age and owned at least 25 children’s books. However, parents of children with Down syndrome read to their child more often, reported higher child interest in reading, and more frequently played rhyming games with their child. No group differences were found in teaching of letter names, although parents of children with autism reported a higher frequency of pointing out signs/words in the environment and reported their children knew more letter names. Group differences were also found in the relationship between parent behaviours, child interest, and children’s print-related skills. Conclusion: This study highlights the influence both parent behaviours and child interest may have on shared book reading practices of parents with their preschool children with disabilities.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

confidence: 99%

The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome

Westerveld

Bysterveldt

2017

Folia Phoniatr Logop

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“…The results of this study also support the findings of other studies of preschool children with ASD that the pattern found in older readers with ASD of relative strength in word reading and weakness in reading comprehension (e.g., Brown et al, 2013; Nation et al, 2006) appears to be established early (Davidson & Weismer, 2014; Dynia et al, 2014; Dynia et al, 2017; Lanter et al, 2012). In the young children, it is print-related skills that are stronger and listening comprehension and vocabulary that are weaker, but the pattern appears to be similar.…”

Section: Discussionsupporting

confidence: 90%

“…Wide-spread difficulties with reading comprehension, often associated with average or better word reading accuracy, have been reported (Brown et al, 2013; Nation et al, 2006; O’Connor & Klein, 2004; Rickets, Jones, Happe, & Charman, 2013). An emerging body of research demonstrates that preschoolers with ASD show a pattern similar to that found in older readers with ASD: great heterogeneity, relatively stronger knowledge of print-related skills and relatively weaker oral language and phonological awareness skills (Davidson & Weismer, 2014; Dynia, Lawton, Logan, & Justice, 2014;Dynia, Brock, Justice, & Kaderavek, 2017; Lanter, Watson, Erickson, & Freeman, 2012; Westerveld et al, 2015) although Dynia et al (2014) found that the difference in phonological awareness disappeared when they controlled for oral language. As well, Dynia et al (2017) found that among young children with ASD, phonological awareness in preschool predicted later decoding achievement in kindergarten.…”

Section: Emergent Literacy and Children With Asdmentioning

confidence: 94%

Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder

Hudson

Sanders

Greenway

et al. 2017

Exceptional Children

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Combining data from a series of three planned, consecutive independent randomized controlled trials (RCTs), the present study investigates two literacy interventions for preschool children with autism spectrum disorder (ASD). For the first cohort, children were randomized to interactive book reading treatment (IBR)or a business-as-usual (BAU) control condition; in Cohort 2, children were randomized to phonological awareness treatment (PA)or BAU; in Cohort 3, children were randomized to IBR or PA. Both treatments were implemented weekly in the classroom from November to May. Combined across cohorts, data from n =47 IBR, n =42 PA, and n =44 BAU students from 57 classrooms in 8 districts were available for analysis. Model results showed that IBR had significantly greater pretest-posttest gains than the sample mean on expressive vocabulary and listening comprehension (d*=0.29 and 0.30), whereas PA had significantly greater phonological awareness gains (d*=0.39).

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“…Work on literacy skills should be included as part of the intervention program for any child with ASD. Blischak and Scholsser (2003); Koppenhaver and Erikson (2003) ;Lanter, Watson, Erickson, and Freeman, 2012;Lanter and Watson, 2008;and Mirenda (2003) provide suggestions for supporting literacy at various developmental levels in this population. If functional reading skills emerge, a written AAC system can be incorporated into the child's communication repertoire.…”

Section: Communication Assessment In Older Nonverbal Childrenmentioning

confidence: 99%

Assessing Communication in Autism Spectrum Disorders

Paul

Fahim

2014

Handbook of Autism and Pervasive Developmental Disorders, Fourth Edition

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Communication deficits are a core symptom or ASD, and the assessment of individuals with these disorders requires both formal testing and careful observation of natural and seminatural communicative activities. For children in prelinguistic phases of communication, assessment is aimed at establishing the communicative basis for a formal language system and looking at the frequency, range, and means of expression of communicative acts. Children in the early stages of language use will need to be assessed not only in terms of their vocabularies and sentence structures, but with regard to the unusual communicative patterns that often accompany ASD, such as echolalia, pronoun errors, and significant deficits in pragmatics and receptive language. Some children at this level may require evaluation to determine the best alternative mode of communication if speech has not yet emerged, and an augmentative and alternative communication (AAC) system should be considered. For individuals at advanced language levels, assessment will focus on social uses of communication (particularly pragmatic, narrative, and prosodic skills), and may include an assessment of their written language. For people at all developmental levels and at all points along the autistic spectrum, a comprehensive evaluation of strengths and needs in the area of communication is essential to the development of an effective plan for improving communicative competence.

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Emergent Literacy in Children With Autism: An Exploration of Developmental and Contextual Dynamic Processes

Abstract: Profiles were associated with language and were illustrated by heterogeneity with potentially unequal achievements between code- and meaning-based skills. Implications for speech-language pathologists and other educators are provided.

Cited by 69 publications

References 37 publications

The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome

The Home Literacy Environment of Preschool-Age Children with Autism or Down Syndrome

Effects of Emergent Literacy Interventions for Preschoolers With Autism Spectrum Disorder

Assessing Communication in Autism Spectrum Disorders

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