Literature DB >> 31858321

Book-Reading Engagement in Children with Autism and Language Impairment: Associations with Emergent-Literacy Skills.

Allison F Bean1, Brenda I Perez2, Jaclyn M Dynia3, Joan N Kaderavek4, Laura M Justice2.   

Abstract

Emergent-literacy skills are frequently taught within social interactions in preschool classrooms such as shared book reading. Children with impaired language and/or social engagement may have difficulty accessing these learning opportunities. Therefore, we sought to investigate the relationship between book-reading orientation during a teacher-led shared book reading activity and emergent-literacy skill development across three groups of preschool children; autism (n = 22), developmental language disorder (DLD; n = 23), and typical development (TD; n = 58). The children with autism demonstrated less book-reading orientation than their DLD and TD peers. Book-reading orientation was a significant predictor of residualized gains in print-concept knowledge and phonological awareness. Thus, book-reading orientation appears to play a critical role in preschooler's emergent-literacy skill development.

Entities:  

Keywords:  Autism; Engagement; Language impairment; Literacy; Shared book reading

Mesh：

Year:  2020        PMID： 31858321     DOI： 10.1007/s10803-019-04306-4

Source DB:  PubMed          Journal:  J Autism Dev Disord        ISSN： 0162-3257


  25 in total

1.  Narrative production by children with and without specific language impairment: oral narratives and emergent readings.

Authors:  J N Kaderavek; E Sulzby
Journal:  J Speech Lang Hear Res       Date:  2000-02       Impact factor: 2.297

2.  Emergent literacy in children with autism: an exploration of developmental and contextual dynamic processes.

Authors:  Elizabeth Lanter; Linda R Watson; Karen A Erickson; Daniel Freeman
Journal:  Lang Speech Hear Serv Sch       Date:  2012-02-02       Impact factor: 2.983

3.  Subgrouping poor readers on the basis of individual differences in reading-related abilities.

Authors:  Hugh W Catts; Tiffany P Hogan; Marc E Fey
Journal:  J Learn Disabil       Date:  2003 Mar-Apr

4.  Measuring preschool attainment of print-concept knowledge: a study of typical and at-risk 3- to 5-year-old children using item response theory.

Authors:  Laura M Justice; Ryan P Bowles; Lori E Skibbe
Journal:  Lang Speech Hear Serv Sch       Date:  2006-07       Impact factor: 2.983

Review 5.  Impairments to visual disengagement in autism spectrum disorder: a review of experimental studies from infancy to adulthood.

Authors:  Lori-Ann R Sacrey; Vickie L Armstrong; Susan E Bryson; Lonnie Zwaigenbaum
Journal:  Neurosci Biobehav Rev       Date:  2014-11       Impact factor: 8.989

6.  The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills.

Authors:  Tricia A Zucker; Sonia Q Cabell; Laura M Justice; Jill M Pentimonti; Joan N Kaderavek
Journal:  Dev Psychol       Date:  2012-10-15

7.  Early social attention impairments in autism: social orienting, joint attention, and attention to distress.

Authors:  Geraldine Dawson; Karen Toth; Robert Abbott; Julie Osterling; Jeff Munson; Annette Estes; Jane Liaw
Journal:  Dev Psychol       Date:  2004-03

Review 8.  Child development and emergent literacy.

Authors:  G J Whitehurst; C J Lonigan
Journal:  Child Dev       Date:  1998-06

9.  Joint attention and early language.

Authors:  M Tomasello; M J Farrar
Journal:  Child Dev       Date:  1986-12

10.  A longitudinal investigation of reading outcomes in children with language impairments.

Authors:  Hugh W Catts; Marc E Fey; J Bruce Tomblin; Xuyang Zhang
Journal:  J Speech Lang Hear Res       Date:  2002-12       Impact factor: 2.297
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