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Emergent literacy development in chi...

The University of North Carolina at Chapel Hill., Speech & Hearing Sciences: Doctoral.

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Emergent literacy development in children with autism spectrum disorders.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Emergent literacy development in children with autism spectrum disorders./
作者:	Lanter, Elizabeth.
面頁冊數:	173 p.
附註:	Adviser: Linda Watson.
Contained By:	Dissertation Abstracts International70-04B.
標題:	Education, Early Childhood. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3352678
ISBN:	9781109106657

Emergent literacy development in children with autism spectrum disorders.
Lanter, Elizabeth.

Emergent literacy development in children with autism spectrum disorders. - 173 p.

Adviser: Linda Watson.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2009.

Children's emergent literacy has not been widely studied in the population affected by autism spectrum disorders (ASD). In order to better understand emergent literacy development in young children with ASD, this study descriptively explored the component skills and characteristics, as well as the home literacy practices associated with later literacy for children with typical development, in young children with ASD. Forty-one child participants with ASD between the ages of 4 years 0, months and 7 years, 11 months were assessed directly in this study. Indirect assessment via a structured interview using the Home Emergent Literacy Profile for Children with Autism Spectrum Disorders (HELPA, Lanter, 2008) further explored these early literacy abilities, as well as the children's emergent writing, phonological awareness, pretend reading, and literacy motivation. The HELPA, a measure specifically designed for this study, was the sole instrument used to explore those aspects of children's home literacy practices previously mentioned as being associated with literacy development in children with typical development.

ISBN: 9781109106657Subjects--Topical Terms:

1017530
Education, Early Childhood.

Emergent literacy development in children with autism spectrum disorders.
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020 $a 9781109106657
035 $a (UMI)AAI3352678
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100 1 $a Lanter, Elizabeth. $3 1064995
245 1 0 $a Emergent literacy development in children with autism spectrum disorders.
300 $a 173 p.
500 $a Adviser: Linda Watson.
500 $a Source: Dissertation Abstracts International, Volume: 70-04, Section: B, page: 2262.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2009.
520 $a Children's emergent literacy has not been widely studied in the population affected by autism spectrum disorders (ASD). In order to better understand emergent literacy development in young children with ASD, this study descriptively explored the component skills and characteristics, as well as the home literacy practices associated with later literacy for children with typical development, in young children with ASD. Forty-one child participants with ASD between the ages of 4 years 0, months and 7 years, 11 months were assessed directly in this study. Indirect assessment via a structured interview using the Home Emergent Literacy Profile for Children with Autism Spectrum Disorders (HELPA, Lanter, 2008) further explored these early literacy abilities, as well as the children's emergent writing, phonological awareness, pretend reading, and literacy motivation. The HELPA, a measure specifically designed for this study, was the sole instrument used to explore those aspects of children's home literacy practices previously mentioned as being associated with literacy development in children with typical development.
520 $a Findings related to the children's component skills and characteristics suggested that oral language skills were moderately correlated with the children's early literacy skills (rs between .32-.45), and that an uneven pattern of acquisition of early literacy skills and abilities was observed both within and across early literacy abilities. Relative early literacy strengths in the children included the knowledge of mechanical aspects of print concepts (e.g., book orientation) and letter name identification. Relatively weak skills included pretend reading and understanding the purpose of reading and writing. Variable performance was observed in the other skills measured in this study. The most striking finding was that early literacy skills related to a conceptual understanding of the communicative purpose of reading and writing (e.g., pretend reading, understanding the purpose of reading and writing) were found to be weaker than those that do not require this understanding (e.g., environmental print recognition, book orientation, letter name identification).
520 $a Speech-language pathologists and teachers should recognize that, consistent with children who have typical development, oral language skills are associated with early literacy skills among children with ASD, but that some children with significant oral language difficulties may show relative strengths in some early literacy skills. Literacy instruction should thus focus on both aspects of development, oral language skills and traditionally viewed early literacy skills in children with ASD. This recommendation is consistent with best practice recommendations. Variability both within and across areas of early literacy development is apparent among children with ASD. While variability also is observed in children with typical development, for the children in this study, there appeared to be relative difficulty with understanding the social communicative purpose of written communication. This parallels what we know about language development in the population with ASD, that pragmatic language abilities are more adversely affected than structural language abilities (Tager-Flusberg, 2004). Further research is needed to consider how the early literacy profile observed in this study speaks to what we know about the disorder. This finding encourages speech-language pathologists and teachers to employ instructional methods that teach of the components of literacy to children with ASD in meaningful literacy activities (e.g., writing notes).
520 $a For children with ASD, the parents' use of behaviors that promote literacy learning may not be sufficient to ensure these children's literacy achievement. Especially for those children with more significant oral language impairments; school-based instruction using evidence-based teaching methods may be needed in addition to experiences provided in the home environment. For children with typical development, research has shown that promoting early literacy abilities through an evidence-based curriculum contributes to later reading abilities for some children. Further research is needed to evaluate the efficacy of emergent literacy programs for children with ASD. The literacy teaching behaviors of the children's parents in this study may have been influenced by the child's abilities. This suggests that educational professionals may want to individualize home programs based on the ability of the child and feedback from the family. (Abstract shortened by UMI.)
590 $a School code: 0153.
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Health Sciences, Speech Pathology. $3 1018105
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710 2 $a The University of North Carolina at Chapel Hill. $b Speech & Hearing Sciences: Doctoral. $3 1032358
773 0 $t Dissertation Abstracts International $g 70-04B.
790 $a 0153
790 1 0 $a Crais, Elizabeth $e committee member
790 1 0 $a Erickson, Karen $e committee member
790 1 0 $a Gallagher, Kathleen C. $e committee member
790 1 0 $a Pierce, Patsy $e committee member
790 1 0 $a Watson, Linda, $e advisor
791 $a Ph.D.
792 $a 2009
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