Download or read book Examining the Relationship Between Literacy Orientation During Shared Book Reading and Emergent Literacy Skills in Preschool Children with Autism Spectrum Disorder Language Impairment and Typical Development written by Brenda Ivet Perez and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the current study was to compare the levels of literacy orientation and emergent literacy skills of preschool children with autism spectrum disorder (ASD), language impairment (LI), and typical development (TD) and additionally examine the association between literacy orientation during shared book reading and emergent literacy outcomes (i.e. alphabet knowledge, print-concept knowledge, vocabulary, phonological awareness, and name writing). A secondary analysis of a larger preschool print-focused literacy intervention study was conducted using the Children’s Orientation to Book reading (COB) rating scale to examine participant’s level of literacy orientation during shared book reading. Raters were blind to the diagnosis and emergent literacy measure outcomes of all participants. Results revealed that although children with ASD had lower levels of literacy orientation compared to children with LI and TD, children with LI did not show significant differences in literacy orientation when compared to TD peers. When controlling for group status, language, non-verbal IQ, and other covariates, literacy orientation was the only significant predictor of residualized gain in alphabet knowledge, language was a predictor of phonological awareness and vocabulary, and non-verbal IQ was an additional predictor of vocabulary.
Download or read book Emergent Literacy Development in Children with Autism Spectrum Disorders written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The term "emergent literacy" is broadly used to characterize the time during which children are developing those skills and abilities that precede independent reading and writing abilities. Since the term was first used, researchers' and educators' increasing knowledge of emergent literacy has led to the identification of component skills and characteristics in young children, as well as aspects of their home environments that are associated with their later literacy accomplishments National Research Council [NRC], 1998. Aspects of the home environment associated with literacy achievements are commonly referred to as the child's "home literacy practices" Boudreau, 2005. Component skills include: oral language ability, print concepts knowledge environmental print recognition, knowledge of print forms, conventions, and functions, alphabet knowledge letter name and letter sound, name writing and other forms of emergent writing abilities, and phonological awareness. Characteristics include pretend reading and literacy motivation. Home literacy practices associated with later literacy include the parents': use of behaviors that promote literacy learning, personal literacy abilities, and beliefs and attitudes about their child's education. 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. A clinical diagnosis of ASD was documented via records review; in addition, parents completed the Social Communication Questionnaire SCQ; Rutter, Bailey, & Lord, 2003, a screening tool for autism. Parents of thirty-five of these children took part in a structured interview related to the emergent literacy development and experiences of their children. The child participants' literacy-related behaviors were assessed via direct and indirect assessments. Direct assessments included measures of the children's oral language abilities, nonverbal cognitive abilities and early literacy abilities print concepts, alphabet knowledge, and name writing. 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. 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 literacyskills 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. Although limitations in early literacy skills existed for many of the children in this study, parents of the overwhelming majority of the child participants reported high levels of literacy motivation. Findings related to the children's home literacy practices suggested that: a home literacy practices alone may not be sufficient to ensure these children's literacy achievements; b the parents' use of home literacy practices may have been influenced by characteristics of the child; and c many of the parents reported feeling that their child exhibited a strength in literacy skills, despite reporting that they felt their child may not have a solid understanding of the purpose of literacy. There are five implications to be drawn from these findings. First, 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 e.g., Center for Early Literacy Learning [CELL], 2007; NRC, 1998. Second, variability both within and across areas of early literacy development is apparent among children with ASD. While variability also is observed inchildren 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. This pedagogy should be extended to the children's parents, so that they can consider literacy skills in a framework that includes both component skill development and understanding. This is considered best practice for children with typical development NRC, 1998. Third, 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 Vaughn, Linan-Thompson, & Hickman, 2003. Further research is needed to evaluate the efficacy of emergent literacy programs for children with ASD. Fourth, 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.
Download or read book Understanding Emergent Literacy and Improving Reading Comprehension of Preschool Children with Autism Spectrum Disorder and Hyperlexia written by Dianne Macdonald and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "People with autism spectrum disorder (ASD), a neurodevelopmental disorder characterized by social communication challenges and repetitive patterns of behaviour, are known to have a number of strengths and special interests. Hyperlexia, a term coined by Silberberg and Silberberg (1967) represents both a strength and a special interest for people with ASD. Those with hyperlexia demonstrate a strength in early word reading, alongside an intense special interest in letters and words, from a very early age. However, this strength in early word reading is accompanied by challenges in reading comprehension. The current dissertation had several goals. First, to review the literature on young children with hyperlexia to gain a better understanding of the mechanisms specific to emergent literacy skills that underlie early word reading. A second goal, addressed in the first manuscript (Article 1), was to compare emergent literacy skills of preschool children with ASD and hyperlexia, and ASD without hyperlexia, to their typically developing (TD) peers. Findings from Article 1 indicated that preschoolers with ASD and hyperlexia demonstrate an alternate, non-phonological route to word reading that is unlike their TD peers. This study discusses the implications on teaching practices for teachers, clinicians and parents of young children with ASD and hyperlexia. Subsequently, the main goal addressed in the second manuscript (Article 2) was to evaluate a novel tablet-based, parent-supported, reading comprehension intervention aimed at improving the challenges in reading for meaning associated with hyperlexia from a very early age. The results of this 6-week intervention demonstrated gains in reading comprehension for the group with ASD and hyperlexia as compared to a TD group, and a group with ASD without hyperlexia. In addition, gains in receptive language skills were observed for all groups. Findings from Article 2 suggest a shift from teaching reading comprehension in the later grades to addressing these challenges at the preschool level at the first signs of hyperlexia. This dissertation also adds to a growing body of research that emphasizes a strength-based approach to intervention for those with ASD"--
Download or read book Emergent Literacy written by Sonia Q. Cabell and published by Plural Publishing. This book was released on 2008-11-11 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed for speech-language pathologists to enhance emergent literacy intervention for preschool and kindergarten-age children, this book includes 90 lessons addressing key areas of emergent literacy: phonological awareness, print concepts, alphabet knowledge, emergent writing, inferential language, and vocabulary. These lessons are suitable for use in clinical settings as well as in collaboration with classroom teachers. Also included are an overview of emergent literacy, differentiation recommendations, and suggestions for lesson integration across the key areas.
Download or read book Transforming the Workforce for Children Birth Through Age 8 written by National Research Council and published by National Academies Press. This book was released on 2015-07-23 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Download or read book Shared Storybook Reading written by Helen K. Ezell and published by Brookes Publishing Company. This book was released on 2005 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Learn how to make the most of shared reading with this practical guide, filled with strategies for creating an enriching atmosphere and actively engaging children during storybook reading.
Download or read book On Reading Books to Children written by Anne van Kleeck and published by Routledge. This book was released on 2003-04-02 with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt: Brings together current research on adult book reading to children; chapter authors are eminent scholars from fields of reading and literacy, child language, speech pathology, and psychology, representing diverse perspectives.
Download or read book Developing Early Literacy written by Christopher J. Lonigan and published by . This book was released on 2008 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.
Download or read book Pip and Posy written by Axel Scheffler and published by Candlewick Press. This book was released on 2013 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pip had a big red ballooon of his own, until it got away.
Download or read book The Connections Between Language and Reading Disabilities written by Hugh William Catts and published by Psychology Press. This book was released on 2005 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: This is an edited book based on papers presented at a 2003 invitee-only conference under the sponsorship of the Merrill Advanced Studies Center of the University of Kansas. The participants were prominent scholars in the areas of language and reading, and have research programs funded by NIH and other sources. The purpose of the gathering was to discuss theoretical issues and research findings concerning the relationship between developmental language and reading disabilities, specifically looking at neurological, behavioral, and genetic factors. In addition, it discussed other factors contributing to reading difficulties in the middle elementary school years through adolescence and literacy outcomes for children with early language impairments, and how these problems relate to children with dyslexia. The Foreword is written by Reid Lyon, Branch Chief, Child Development and Behavior Branch, NICHD-National Institutes of Health. This book appeals to scholars in the areas of language disorders and reading disabilities, as well as to practicing speech-language pathologists, special educators, and reading specialists. It may also be used in graduate courses designed as seminars in either language disorders or reading disabilities in schools of communication disorders, as well as schools of education--especially special education departments.
Download or read book Dynamic Assessment of Young Children written by David Tzuriel and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: The past two decades have witnessed a proliferation of research dealing with dynamic-interactive assessment as an alternative to conventional psychometric measures. This book establishes dynamic assessment as a useful approach that complements standardized normative tests in portraying an accurate picture of cognitive functioning and offering a more adequate assessment of handicapped persons and persons with learning disabilities.
Download or read book Literacy Development in Autism written by Erin Marie Knight and published by . This book was released on 2014 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The simple view of reading suggests that reading comprehension is the product of decoding skills and oral language comprehension. In line with this view, previous research suggests that there is a relationship between early literacy measures and comprehension measures in TD students; this area is more recently being examined in children with autism spectrum disorder (ASD). Furthermore, child characteristics, such as oral language skills, problem behaviors, IQ and social skills, effect the development of reading comprehension, especially in children with ASD who have specific deficits in these areas. Children between the ages of 4 and 7 ( M = 5.13 years) and their parents (N = 120) were recruited from a larger longitudinal study and were assessed at three time points. Results suggest that components of early literacy develop out of concert in young children with ASD. Furthermore, while early literacy skills do predict reading comprehension in this sample ( R2 = .33, F (1, 112) = 54.94, p
Download or read book The Effect of Dialogic Reading on Early Literacy Outcomes for Children with Autism Spectrum Disorders written by Veronica Pamparo and published by . This book was released on 2012 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The incorporation of dialogic reading techniques in adult-child book reading has been effective in improving early literacy skills in children with language delays and those from at-risk populations. There is, however, limited research that examines the potential utility of dialogic reading strategies for children with disabilities such as Autism Spectrum Disorders (ASD). In this study, a multiple baseline design across participants with a wait list control was used to examine the effect of dialogic reading strategies on early literacy outcomes in 14 preschool students with ASD. School personnel who served as interventionists were able to learn dialogic reading techniques and appropriately apply the strategies in daily book reading with children. Results indicate that dialogic reading was effective in improving some components of early literacy skills for children with ASD, particularly oral language skills. Children with ASD showed improved outcomes in verbal participation, book-specific vocabulary, and listening comprehension skills during adult-child book readings that incorporated dialogic reading techniques compared to standard reading sessions. There were no differences found in phonological awareness and print knowledge. The results of this study suggest that dialogic reading is a promising practice that should be incorporated as a part of early literacy curriculum for children with ASD.
Download or read book Child Development written by Laura Berk and published by Pearson Higher Education AU. This book was released on 2015-05-20 with total page 826 pages. Available in PDF, EPUB and Kindle. Book excerpt: Child Development
Download or read book Introducing Preschool Language Scale written by Irla Lee Zimmerman and published by . This book was released on 2002-04-01 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Literacy for All written by Karen A. Erickson and published by Brookes Publishing Company. This book was released on 2019-12-17 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: An essential resource for educators, speech-language pathologists, and parents--and an ideal text for courses that cover literacy and significant disabilities--this book will help you ensure that all students have the reading and writing skills they need to unlock new opportunities and reach their potential.
Download or read book Evaluating the Feasibility of a Group Adapted Shared Reading Emergent Literacy Intervention for Children with ASD written by Schea N. Fissel and published by . This book was released on 2018 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emergent literacy skills are thought to develop through transactional relationships between child characteristics and environmental variables. Child characteristics suggested to contribute to literacy learning include speech and language development, cognitive processing profile, social-communication skills, joint engagement, and the absence of maladaptive behaviors. Environmental variables supporting emergent literacy include opportunities for interactions with others in high-quality literacy and language environments. The emergent literacy skills of children with autism spectrum disorder (ASD) are characterized by strong visual and phonological memory, variable decoding proficiency aligned with variable cognitive skills, and poor language and reading comprehension. This study presents data from five children (ages 4-6) with ASD in response to an adapted group shared reading intervention, that addressed emergent literacy. This study had three aims: First, to characterize the group adapted shared reading intervention and to determine the strength and significance of relationships between intervention methods and child performance variables (i.e., emergent literacy quiz, and per-session measurements of joint engagement and maladaptive behavior). Second, to explore trends in child performance variables in response to intervention, and to evaluate the effects of intervention methods on child performance variables. Third, to determine if child participants demonstrated significant differences on emergent literacy measures from pretest to posttest. Intervention methods and relationships between variables were characterized and evaluated using descriptive and correlational analyses. Individual and group trends were explored using visual-graphic analyses. Effects of intervention on child performance variables were determined using three Poisson generalized linear mixed effects models. Dependent t-tests were used to determine if there were significant differences between pretest and posttest on indices of emergent literacy. Results suggest group-level improvements in emergent literacy, high levels of joint engagement and low levels of maladaptive behavior; but with significant individual variability. Implications regarding the feasibility of a group adapted shared reading intervention model are discussed.
