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Autor/inn/en | Macdonald, Dianne; Luk, Gigi; Quintin, Eve-Marie |
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Titel | Early Word Reading of Preschoolers with ASD, Both with and without Hyperlexia, Compared to Typically Developing Preschoolers |
Quelle | In: Journal of Autism and Developmental Disorders, 51 (2021) 5, S.1598-1612 (15 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Macdonald, Dianne) ORCID (Luk, Gigi) ORCID (Quintin, Eve-Marie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0162-3257 |
DOI | 10.1007/s10803-020-04628-8 |
Schlagwörter | Autism; Pervasive Developmental Disorders; Phonology; Emergent Literacy; Preschool Children; Reading Ability; Phonological Awareness; Alphabets; Language Skills; Comparative Analysis; Naming; Phoneme Grapheme Correspondence; Reading Instruction; English; Language Acquisition Autismus; Fonologie; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Reading competence; Lesekompetenz; Buchstabenschrift; Language skill; Sprachkompetenz; Leseunterricht; English language; Englisch; Sprachaneignung; Spracherwerb |
Abstract | A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD + HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |