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Early Word Reading of Preschoolers with ASD, Both with and without Hyperlexia, Compared to Typically Developing Preschoolers
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Macdonald, Dianne; Luk, Gigi; Quintin, Eve-Marie – Journal of Autism and Developmental Disorders, 2021
A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these…
Descriptors: Autism, Pervasive Developmental Disorders, Phonology, Emergent Literacy
A Structural Equation Model Using Fluency-Based Early Literacy Measures to Predict Emerging Reading Ability in Kindergarten
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Burke, Mack D.; Hagan-Burke, Shanna; Zou, Yuanyuan; Kwok, Oiman – Remedial and Special Education, 2010
The reauthorization of the Individuals with Disabilities Education Act has initiated changes that are affecting early literacy assessment, and it has prompted the growing use of measures that incorporate phonological and alphabetic fluency. However, the question of how phonological and alphabetic fluency can inhibit (or promote) reading…
Descriptors: Structural Equation Models, Disabilities, Reading Ability, Kindergarten
Young Children's Ability to Read and Spell Their Own and Classmates' Names: The Role of Letter Knowledge
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Levin, Iris; Ehri, Linnea C. – Scientific Studies of Reading, 2009
Children's ability to read and spell their own and classmates' personal names in and out of context in Hebrew was studied. Preliterate children aged 4 to 6 years (N = 60) showed high knowledge of their own names but varied greatly in knowledge of others' names and emergent literacy skills. Reading and spelling of names was primarily related to…
Descriptors: Foreign Countries, Young Children, Emergent Literacy, Identification
Contribution of the Home Environment to Preschool Children's Emergent Literacy Skills
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Haynes, Rebekah Mina – ProQuest LLC, 2010
Recent and ongoing research has demonstrated the alarming likelihood of children from low-income homes and from ethnic minorities to read at much lower reading levels than their peers. Additionally, reading ability is related to the earliest of emergent literacy skills, which can be measured in young children before they enter formal schooling.…
Descriptors: Oral Language, Predictor Variables, Preschool Children, Parent Child Relationship
The Relationship Between Phoneme Awareness and Rapid Serial Naming Skills and Literacy Acquisition: The Role of Developmental Period and Reading Ability
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Cardoso-Martins, Claudia; Pennington, Bruce F. – Scientific Studies of Reading, 2004
This study investigates the relationship between phoneme awareness and rapid naming skills and subsequent reading and spelling ability in two developmental periods: kindergarten to Grade 1 and Grade 1 to Grade 2. Two groups of children participated in the study: children at high and children at low familial risk of developmental dyslexia. The…
Descriptors: Grade 1, Grade 2, Kindergarten, Phonemes
Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read.
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Muter, Valerie; Hulme, Charles; Snowling, Margaret; Taylor, Sara – Journal of Experimental Child Psychology, 1998
Examined phonological skills of children during their first two years of learning to read. Found that segmentation was strongly correlated with reading and spelling attainment at the end of the first year of school; letter-name knowledge predicted reading and spelling skill and interacted with segmentation skills. Rhyming predicted spelling skills…
Descriptors: Emergent Literacy, Knowledge Level, Letters (Alphabet), Longitudinal Studies