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 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 Emergent Literacy and Language Development written by Paula M. Rhyner and published by Guilford Press. This book was released on 2009-06-18 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development. Chapters address formative early experiences such as speaking and listening, being read to, and talking about print concepts and the alphabet. Written for early childhood professionals, reading specialists, and speech–language pathologists, the book describes effective assessment and instructional approaches for fostering language learning and emergent literacy in typically developing children and those at risk for language delays. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success.

Download or read book How Do I Teach this Kid to Read written by Kimberly A. Henry and published by Future Horizons. This book was released on 2010 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, the award-winning author of the How Do I Teach This Kid? series presents simple instructional strategies for developing early literacy skills in young children with autism.

Download or read book The Secret of Natural Readers written by Ada Anbar and published by Bloomsbury Publishing USA. This book was released on 2004-10-30 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: It has been recognized since the 1980s that literacy begins to develop a long time before formal schooling begins. In today's literate environment, children start learning to read much as they learn to speak, through playful print interactions with their parents, older siblings, or other adults, beginning in year one. A sharp debate about the best approach to developing early childhood literacy is now brewing between reading instruction experts, who tend to advocate direct instruction of skills, and preschool educators, who know that preschoolers learn best through play. This book provides a model for action that may help to settle the debate. Interactions that involve the printed word occur spontaneously between young children and adults in the context of daily life activities. This is true, to a greater or lesser degree, in essentially all socioeconomic and cultural environments. Recognizing the critical importance of the early years for the development of literacy, the National Association for the Education of Young Children (NAEYC) and the International Reading Association (IRA) formulated, in 1998, a joint position statement regarding early literacy. That statement included a set of general recommendations for teaching practice. But following the Bush administration's No Child Left Behind legislation of January 2002, and the establishment of the Reading First and Early Reading First programs, early childhood educators are now under heavy pressure to be more specific and to issue standards, or shared expectations, for the literacy development of all children below kindergarten age. Utilizing the actual experiences of six preschool children, The Secret of Natural Readers documents the process of reading development through stories of their early years. The author discusses the implications of natural reading development and its feasibility among preschoolers from different segments of the population. She also spells out, for parents and early childhood teachers, critical information on how preschool children should learn to read.

Download or read book Engaging Children with Print written by Laura M. Justice and published by Guilford Publications. This book was released on 2013-12-17 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Preschool teachers and early childhood professionals know that storybook reading is important, but they may not know how to maximize its benefits for later reading achievement. This indispensable guide presents research-based techniques for using reading aloud to intentionally and systematically build children's knowledge of print. Simple yet powerful strategies are provided for teaching preschoolers about book and print organization, print meaning, letters, and words, all while sharing engaging, commercially available books. Appendices include a detailed book list and 60 reproducibles that feature activities and prompts keyed to each text.

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 Early Reading First and Beyond written by Susan E. Israel and published by Corwin Press. This book was released on 2007-12-13 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foster young children′s early literacy skills and build a strong foundation for reading! Emphasizing the importance of providing emerging readers with the skills for future literacy success, Early Reading First and Beyond is a comprehensive resource that helps early childhood educators develop children′s readiness for kindergarten by providing creative learning experiences based on the most current literacy research. In reader-friendly terms, Susan E. Israel illustrates how to create rich learning environments, provide activities to engage young minds, and promote the important language, cognitive, and early reading skills necessary to encourage learners′ self-confidence. Teachers will find proven practices, assessment tools, guidelines for meeting individual learning needs, examples, advice for professional development sessions, and connections to International Reading Association standards. This book presents essential information for understanding and implementing the core components of an Early Reading First program: Designing early childhood programs of excellence School-parent partnerships Oral language development Phonological awareness Print awareness Alphabetic knowledge Early metacognitive thinking Advocating strong connections between home and school, this accessible text offers teachers, early childhood education specialists, literacy coaches, administrators, and parents the appropriate tools to make a significant, positive difference in young children′s futures.

Download or read book Pivotal Research in Early Literacy written by Christina M. Cassano and published by Guilford Publications. This book was released on 2018-07-19 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: This reader-friendly text examines the key foundational studies in early literacy. It addresses such essential questions as how research informs current practices and where the field still needs to go to provide the best learning opportunities for all children. Each chapter describes the methods and findings of one to five seminal studies, critically assesses their long-term impact on practice and policy, and offers takeaways for the classroom. Leading authorities--including several authors of the original pivotal studies--cover 12 essential aspects of language development, literacy development, and home and community literacy experiences in PreK?2.ÿ ÿ

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 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 What Impact Does a Collaborative Reading Comprehension Program Have on Emerging Literacy Skills of Preschool Students written by Jeannette E. Janson and published by . This book was released on 2006 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: My research study and following paper resulted from working in a collaborative preschool setting involving Early Childhood Special Education, Head Start, and Early Childhood Family Education. I noticed there were different philosophies on what appropriate preschool literacy activities should be. One program had instituted programming teaching preschoolers to read letters of the alphabet and identify their sound. One program emphasized writing skills. My program involved Developmentally Delayed students who were not ready for either type of activity. My review of literature provided evidence that improved dialogic reading between a child and adult is one of the most effective ways to improve some emergent literacy skills. My literature review also established that rhyming, vocabulary building, and alliteration are learning activities that are predictive of a child's future literacy skills. The purpose of my study was to examine whether dialogic reading between a child and parent would help increase emergent literacy skills of rhyming, vocabulary and alliteration at the Early Childhood level. My study consisted of six preschool children. A pretest and a post test were done in a preschool setting. Dialogic reading took place in the home between a parent and child for six weeks. Book packets with guide sheets were used. The results indicated parents enjoyed the dialogic reading and activities. The post test showed a small gain in rhyming, alliteration and vocabulary skills.

Download or read book Handbook of Early Literacy Research Volume 2 written by David K. Dickinson and published by Guilford Publications. This book was released on 2013-10-15 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt: Current research increasingly highlights the role of early literacy in young children's development--and informs practices and policies that promote success among diverse learners. The Handbook of Early Literacy Research presents cutting-edge knowledge on all aspects of literacy learning in the early years. Volume 2 provides additional perspectives on important topics covered in Volume 1 and addresses critical new topics: the transition to school, the teacher-child relationship, sociodramatic play, vocabulary development, neuroimaging work, Vygotskian theory, findings from international studies, and more.

Download or read book Reading Comprehension Difficulties written by Cesare Cornoldi and published by Routledge. This book was released on 2013-04-03 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the "syndrome" have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective?

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 Communication in Autism written by Joanne Arciuli and published by John Benjamins Publishing Company. This book was released on 2014-10-15 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Communication in Autism adopts a multidisciplinary approach to explore one of the most common developmental disorders associated with communication impairment. Perhaps the most fascinating thing about communication in autism is that variation is as extreme as it could possibly be. While some individuals with autism have age-appropriate language, a number have exceptional language skills; others have little or no spoken language. In between these extremes are individuals who experience significant linguistic impairments. These impairments can affect peer relations and literacy skills. The chapters in this volume provide comprehensive coverage of both the theoretical underpinnings and the practical aspects of autistic communication. The result is a volume that showcases the wide range of methodologies being used in this field of research. It is invaluable for scientists, service providers, parents, individuals with autism, and students learning about communication and autism (e.g., in psychology, speech pathology, and education).

Download or read book Let s Begin Reading Right written by Marjorie Vannoy Fields and published by Prentice Hall. This book was released on 2004 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written from a constructivist viewpoint, this popular book for future teachers of children from preschool through the primary grades focuses on how young children construct literacy and how teachers can support and guide that activity through developmentally-appropriate teaching practices. Advocates giving children a choice of the reading material from which they will learn; and, caution against grouping children solely by literacy ability. Examines current research into emergent and holistic literacy, and tie its findings to instructional practices that teach such skills as phonemic awareness, phonics, and spelling within the context of meaningful reading and writing tasks. Increased coverage of assessment—emphasizes performance-based alternatives to standardized testing during early childhood and examines current recommendations in terms of developmentally-appropriate practice. Provides a strong explanation of shared and interactive writing. Discusses literacy development in infants and toddlers. For future or current teachers interested in literacy or reading methods in early childhood.