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 Increasing Emergent Literacy Skills in Children with Autism written by Julie Lynnette LaFleur and published by . This book was released on 2006 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines and rationalizes the instructional strategies used to teach young children with autism early literacy skills using a balanced, multilevel approach to reading. Explores the five domains of reading in a way that brings light to the areas of reading deficits in young children diagnosed with autism. Additionally, attempts to bring the concept of best reading practices to the attention of educators who serve children with autism. The project provides a handbook of literacy activities geared towards children with autism and other developmental disabilities.

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 Clinical Approaches to Emergent Literacy Intervention written by Laura M. Justice and published by Plural Publishing. This book was released on 2006-11 with total page 473 pages. Available in PDF, EPUB and Kindle. Book excerpt: This seminal text provides a scholarly overview of evidence-based approaches to emergent literacy intervention as a necessary component of clinical practice in speech-language pathology. Numerous books are available on the topic of emergent literacy, yet few are developed specifically for the speech-language pathologist. The scope of this book is comprehensive yet focused: it is tailored to identify state-of-the-art approaches on a range of topics in the area of emergent literacy, yet focuses its emphasis on children from toddlerhood to kindergarten. This period corresponds to the emergent literacy years, which precedes children’s transition to beginning reading. Each chapter provides scientifically cited background information relevant to the content of the chapter before discussing the "How To" and the "Why." Figures, tables, and charts throughout the text are easily accessible to the busy practicing clinician. By providing a usable integration of theory and research, it encourages readers to think about building early foundations in literacy to promote healthy early development, and emphasizes the specific approaches speech-language pathologists need to employ when targeting literacy in childhood intervention. Designed for speech-language pathologists at both pre-professional and post-graduate levels, the book will also be of value to reading specialists, literacy coaches, special educators, preschool and kindergarten teachers, and others.

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 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 Teaching Students with Moderate and Severe Disabilities written by Diane M. Browder and published by Guilford Press. This book was released on 2011-07-06 with total page 449 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book has been replaced by Teaching Students with Moderate and Severe Disabilities, Second Edition, 978-1-4625-4238-3.

Download or read book Report of the National Reading Panel written by National Reading Panel (U.S.) and published by . This book was released on 2000 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Reading Success in the Primary Years written by Marleen F. Westerveld and published by Springer Nature. This book was released on 2020-05-19 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book describes the Reading Success project, in which a 5-step, assessment-to- intervention process, based on the Simple View of Reading, was used within a primary school setting in Australia to better support those students who struggle with reading. It provides an easily accessible overview of each step of the process involved in implementing this approach and highlights the crucial importance of collaboration between professionals involved in the teaching of reading within a school setting. It focuses on the decision-making processes used, such as rich dialogue with the leadership team and teachers, and shares participants’ perspectives gathered throughout the project. Using case studies, the book describes how the 5-step approach assists in creating detailed profiles of students’ strengths and weaknesses in spoken and written language skills that can be used to guide targeted intervention This book offers valuable insights for educators, speech pathologists, researchers, and pre-service teacher education students interested in the teaching of reading

Download or read book Early Literacy Skills Builder written by and published by . This book was released on 2010-09-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Apply the "science" of reading to students with moderate-to-severe developmental disabilities, including autismThe Early Literacy Skills Builder program incorporates systematic instruction to teach both print and phonemic awareness. ELSB is a multi-year program with seven distinct levels and ongoing assessments so students progress at their own pace.Five years of solid research have been completed through the University of North Carolina at Charlotte, proving ELSB to be a highly effective literacy program and more effective than a sight-word only program. ELSB is based upon the principles of systematic and direct instruction. It incorporates scripted lessons, least-prompt strategies, teachable objectives, built-in lesson repetition, and ongoing assessments. The seven ELSB levels contain five structured lessons each. All students begin at Level 1. If a student struggles here, go back and administer Level A. Instruction is one-on-one or in small groups. Teach scripted lessons daily in two 30-minute sessions. On the completion of each level, formal assessments are given. ELSB includes everything you need to implement a multi-year literacy curriculum.

Download or read book Road to the Code written by Benita A. Blachman and published by Brookes Publishing Company. This book was released on 2000 with total page 420 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed for kindergartners and first-graders, this proven plan for teaching phonological awareness features a developmentally sequenced, 11-week program that meets Reading First criteria.

Download or read book Children s Comprehension Problems in Oral and Written Language written by Kate Cain and published by Guilford Press. This book was released on 2008-05-07 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comprehension is the ultimate aim of reading and listening. How do children develop the ability to comprehend written and spoken language, and what can be done to help those who are having difficulties? This book presents cutting-edge research on comprehension problems experienced by children without any formal diagnosis as well as those with specific language impairment, autism, ADHD, learning disabilities, hearing impairment, head injuries, and spina bifida. Providing in-depth information to guide research and practice, chapters describe innovative assessment strategies and identify important implications for intervention and classroom instruction. The book also sheds light on typical development and the key cognitive skills and processes that underlie successful comprehension.

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 Enhancing Literacy for All Students written by S. Jay Kuder and published by Prentice Hall. This book was released on 2002 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book prepares teachers to shape the reading, writing and language skills of children in diverse classroom settings. With its focus on early literacy activities in home and school settings, this book offers thorough coverage that helps readers grasp literacy development as it occurs from emergent to advanced levels. Rooted in practicality, it presents methods that have been successful with children who have a wide spectrum of learning abilities as well as those with substantial learning challenges. Chapter topics include foundations of literacy; students with literacy difficulties; assessing literacy; enhancing emergent literacy, early literacy, transitional literacy, and advanced literacy skills; specialized approaches for literacy difficulties; enhancing literacy with students with moderate and severe disabilities; literacy and diversity; and families and literacy. For elementary school teachers of reading and language arts.

Download or read book The Influence of Language Phenotype on Predictors of Emergent Literacy in Children with an Autism Spectrum Disorder written by Olivia A Boorom and published by . This book was released on 2018 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: The development of emergent literacy skills in children with Autism Spectrum Disorders (ASD) is a growing subject of inquiry in the field of communication sciences and disorders; however, few studies have investigated the relationship between oral language skills and emergent literacy as a function of various language phenotypes of children with ASD. The purpose of this study was to investigate the relationship between oral language abilities in various domains and emergent literacy skills as a function of two language phenotypes, ASD Language Normal (ALN) and ASD Language Impaired (ALI). These phenotypes were determined based on the standardized test scores of a nonword repetition measure of phonological memory. Domains of oral language assessed included semantics (definitional vocabulary and lexical retrieval), morphology, syntax, and pragmatics (receptive/expressive language). Emergent literacy skills assessed in this study include phonological awareness and print knowledge. The participants consisted of 11 children diagnosed with ASD between the ages of 4 years 0 months and 5 years 11 months. Of those 11 participants, 4 were classified in the ALN phenotype and 7 in the ALI phenotype. Significant positive correlations were found between the oral language skills of definitional vocabulary, syntax, morphology, and pragmatics, and phonological awareness. No significant correlations were found between print knowledge and oral language skills with the exception of lexical retrieval. Furthermore, phonological awareness performance was found to be significantly different as a function of phenotype, while print knowledge was not. ALN participants demonstrated greater abilities in phonological awareness than ALI participants, while print knowledge skills were strong in both phenotype groups. These results demonstrate a significant relationship between phonological awareness performance and oral language domains, as well as ASD language phenotype. Overall, participants in the ALN phenotype had significantly higher scores in measures of vocabulary, syntax, morphology, pragmatics, and phonological awareness. Scores on these standardized tests indicate a distinct emergent literacy profile for both ALN and ALI participants, with oral language domains that are significantly related to phonological awareness ability. These profiles and their relationship with measures of oral language should be considered when evaluating and formulating treatment goals for preschool aged children with ASD.

Download or read book Teaching Emergent Literacy to Preschoolers with Autism written by Xiaoning Wang and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Emergent literacy skills including alphabetic knowledge, print knowledge, oral language, phonological awareness, and emergent writing are foundational for future reading development. Many children with ASD are at risk for future reading difficulties (e.g., Brown and others, 2013; McIntyre and others, 2018; Nation and others, 2006). To support the emergent literacy development of children with ASD, preschool teachers need to have adequate pedagogical content knowledge. This study investigated public preschool teachers' expertise related to teaching emergent literacy skills to children with ASD. Results from quantitative questionnaires and qualitative interviews revealed that the 10 participating teachers were generally knowledgeable about many aspects of emergent literacy content and teaching practices as well as characteristics of learners with ASD although there were certain subareas (e.g., phonemic awareness) in which they demonstrated a lack of knowledge. Interview and survey data generally corroborated each other. Despite this knowledge, teachers indicated a lack of capacity to effectively address the emergent literacy skills of children with ASD and expressed a desire for more training. Teachers reported differentiating delivery method, learning environment, and dosage of instruction for children with ASD to help them participate and learn more. Concrete supports, visual schedule and incorporating personal interests were perceived by teachers as useful strategies. However, teachers did not report to incorporate specific emergent literacy teaching strategies shown to be effective for learners with ASD. Teachers did not report emphasizing certain emergent literacy skills over others. But some teachers mentioned that they prioritized basic social skills for children with ASD over emergent literacy. These findings suggest the need for more training and research to guide emergent literacy instruction in preschool settings.

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.