高支持需求学龄自闭症儿童的家庭读写环境。
The home literacy environment of school-age autistic children with high support needs.
机构信息
Griffith Institute for Educational Research, School of Health Sciences and Social Work, Griffith University, Southport, Queensland, Australia.
Griffith Institute for Educational Research, Autism Centre of Excellence, Griffith University, Brisbane, Queensland, Australia.
出版信息
J Appl Res Intellect Disabil. 2024 Sep;37(5):e13284. doi: 10.1111/jar.13284.
BACKGROUND
As a group, autistic children with high support needs (with adaptive functioning in the range of an intellectual disability) are at risk of significant literacy difficulties. We investigated the parent-reported home literacy environment of this group of children.
METHOD
Sixty-two parents of autistic children (4.5 to 18.25 years) attending an autism-specific school completed a home literacy survey reporting on their child's: (1) alphabet knowledge, (2) interest in reading, (3) activities/interactions around books, (4) reading ability, and (5) writing ability.
RESULTS
We found significant positive correlations between parent-reported child interest in reading and literacy-related interactions and skills, but not with child age. Children using spoken words to communicate obtained significantly greater scores on four home-literacy subscales, but not on reading interest.
CONCLUSIONS
A better understanding of the home literacy activities of autistic children with high-support needs is needed to inform educational practices aimed at promoting literacy development in this vulnerable population.
背景
具有高支持需求的自闭症儿童（适应功能在智力残疾范围内）作为一个群体，存在显著的读写困难风险。我们研究了这群儿童的家长报告的家庭读写环境。
方法
62 名自闭症儿童（4.5 至 18.25 岁）的家长在一所自闭症特定学校完成了一项家庭读写调查，报告了他们孩子的：（1）字母知识，（2）阅读兴趣，（3）书籍相关的活动/互动，（4）阅读能力，以及（5）写作能力。
结果
我们发现，家长报告的孩子对阅读的兴趣与读写相关的互动和技能之间存在显著的正相关，但与孩子的年龄无关。使用口语进行交流的孩子在四个家庭读写子量表上的得分显著更高，但阅读兴趣除外。
结论
需要更好地了解高支持需求的自闭症儿童的家庭读写活动，以便为旨在促进这一弱势群体读写发展的教育实践提供信息。
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