The home literacy environment of school-age autistic children with high support needs

IF 2.1 3区医学 Q2 PSYCHOLOGY, EDUCATIONAL

Journal of Applied Research in Intellectual Disabilities Pub Date : 2024-08-01 DOI:10.1111/jar.13284

Marleen F. Westerveld, Stephanie A. Malone, Sally Clendon, Rachael Bowen, Georgia Hayley, Jessica Paynter

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引用次数: 0

Abstract

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.

查看原文本刊更多论文

有高度支持需求的学龄自闭症儿童的家庭识字环境。

背景：作为一个群体，需要高度支持的自闭症儿童（其适应功能在智力残疾的范围内）有可能出现严重的识字困难。我们对这一儿童群体的家长报告的家庭识字环境进行了调查：62名就读于自闭症特殊学校的自闭症儿童（4.5至18.25岁）的家长填写了一份家庭识字调查表，报告了他们孩子的以下情况：(1) 字母知识，(2) 阅读兴趣，(3) 围绕书籍开展的活动/互动，(4) 阅读能力，以及 (5) 书写能力：我们发现，家长报告的儿童阅读兴趣与识字相关的互动和技能之间存在明显的正相关，但与儿童的年龄无关。使用口语交流的儿童在四个家庭识字分量表上的得分明显更高，但在阅读兴趣上的得分却不高：我们需要更好地了解需要高度支持的自闭症儿童的家庭识字活动，以便为旨在促进这一弱势群体识字发展的教育实践提供信息。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Applied Research in Intellectual Disabilities Multiple-

CiteScore

4.70

自引率

12.50%

发文量

期刊介绍： JARID is an international, peer-reviewed journal which draws together findings derived from original applied research in intellectual disabilities. The journal is an important forum for the dissemination of ideas to promote valued lifestyles for people with intellectual disabilities. It reports on research from the UK and overseas by authors from all relevant professional disciplines. It is aimed at an international, multi-disciplinary readership. Topics covered include community living, quality of life, challenging behaviour, communication, sexuality, medication, ageing, supported employment, family issues, mental health, physical health, autism, economic issues, social networks, staff stress, staff training, epidemiology and service provision.