Emergent literacy skills for five kindergartners with autism spectrum disorder: a pilot study

Abstract

In typical development, emergent literacy skills predict successful reading abilities. Code-related literacy skills may include letter knowledge, print concepts, early writing and early phonological awareness. Meaning-related literacy skills may include lexical and grammatical ability, story retelling and comprehension. Children with ASD (autism spectrum disorder) show, on the most part, poor reading comprehension abilities, yet up to date, research regarding emergent literacy skills in ASD is limited. We conducted a study to investigate a naturalistic, standards-based national literacy programme, for five kindergartners with ASD, of age 5-8 years in their kindergarten setting. We implemented an ASD-adapted intervention as an intensive group treatment over 6 weeks, with a pretest-posttest design to examine emergent literacy gains. The children with ASD demonstrated gains in both code-related and meaning-related skills following intervention. The clinical and theoretical implications are discussed regarding the importance of an intensive structured literacy intervention for children with ASD before entering school.

Impact of reading intervention on the phonological awareness of children with autism spectrum disorder: a systematic review and meta-analysis

“…Handledning för kartläggning och utveckling. Six studies used shared reading stimulation as intervention, which consists of an adult reading aloud to one or more children (32,34,(37)(38)(39)42) and two used a software (Alpha) to stimulate individual words and phrases production (35,43) .…”

“…With regard to the risk of bias in individual studies, one study had moderate risk (32) and seven studies had low risk (34,35,(37)(38)(39)42,43) (Figures 2A and 2B; and Appendices C1 and C2).…”

“…Some studies intended for this review did not provide detailed information about the format of assessment of participants, how the interventions occurred, nor which specific phonological awareness skills improved or changed in any way. This fact may correlate with the risk of bias of studies being assessed by the JBI tool as moderate (32) and low (34,35,(37)(38)(39)42,43) . Furthermore, according to GRADE (47) , methodological quality was low for randomized clinical trials and very low for nonrandomized clinical trials.…”

“…Kimhi et al (38) Nonrandomized Clinical Trial Pamparo (42) Nonrandomized Clinical Trial 14 students Subtest of the Test of Preschool Early Literacy (TOPEL) (33) Dialogic reading Students' knowledge about phonological awareness did not differ between pretest, post-test, and follow-up Dialogic reading may have not been effective in improving students' phonological awareness skills due to the lack of interactions focusing on phonology.…”

Fidelity of implementation of activity-based intervention in daycare

“…In studies focusing on ABI as support of early childhood development, developmental improvements are observed in different areas: language (King et al, 2013;Rahn et al, 2016;Sajaniemi, 2010); preschool skills (Bakkaloglu, 2008); motor skills Postprint version. L'article publié se trouve à Colombe Lemire, Carmen Dionne & Michel Rousseau (2021): Fidelity of implementation of activity-based intervention in daycare, Early Child Development and Care, DOI: 10.1080/03004430.2021.1885390 (Apache & Goyakla, 2005); and emergent literacy (Grisham-Brown et al, 2006;Kimhi et al, 2017). Although the effectiveness of ABI has been recognized, challenges remain regarding its implementation as intended (with fidelity) in natural settings (Snyder, Rakap, et al, 2015).The aim of the present study is to document the evolution of fidelity in implementing ABI in inclusive daycare settings.…”