Radford University, Radford, VA, USA.
Lang Speech Hear Serv Sch. 2012 Jul;43(3):308-24. doi: 10.1044/0161-1461(2012/10-0083). Epub 2012 Feb 2.
This investigation describes emergent literacy skills, print motivation, and home literacy environments in a linguistically diverse group of children with autism spectrum disorders (ASD).
Emergent literacy skills were directly assessed in 41 children between the ages of 4 and 8 years. Parent report was solicited to provide additional information concerning the children's emergent literacy skills, as well as their print motivation and home literacy environments. The achievements of children with differential language abilities were compared, and associations among the children's language and emergent literacy abilities were explored.
Narrowly, children with typical language achieved significantly higher scores on an emergent literacy composite than those with mild-to-moderate or severe language impairments; broadly, these scores were highly correlated (ρ = .56) with the children's language. Skill performance was varied but was characterized by relative strengths in discrete skills, such as letter name identification, and weaknesses in more holistic skills, such as print functions. Parents generally described the children as being motivated by print materials and the home environments as offering high levels of parent-child engagement in literacy activities.
Profiles were associated with language and were illustrated by heterogeneity with potentially unequal achievements between code- and meaning-based skills. Implications for speech-language pathologists and other educators are provided.
本研究描述了具有不同语言背景的自闭症谱系障碍（ASD）儿童的早期读写技能、印刷品动机和家庭读写环境。
对 41 名 4 至 8 岁的儿童进行了直接的早期读写技能评估。通过家长报告来获取有关儿童早期读写技能、印刷品动机和家庭读写环境的更多信息。比较了具有不同语言能力的儿童的成就，并探讨了儿童语言和早期读写能力之间的关联。
语言能力正常的儿童在早期读写综合得分上明显高于轻度至中度或重度语言障碍的儿童；这些分数与儿童的语言高度相关（ρ=.56）。技能表现存在差异，但特点是离散技能相对较强，如字母名称识别，而整体技能较弱，如印刷功能。家长普遍描述说，孩子对印刷材料很感兴趣，家庭环境也为亲子参与读写活动提供了很高的水平。
这些特征与语言有关，并通过代码和意义技能之间可能存在的不平等成就表现出异质性。为言语语言病理学家和其他教育工作者提供了启示。
