ERIC Number: EJ1435634
Record Type: Journal
Publication Date: 2024-Sep
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-2322
EISSN: EISSN-1468-3148
The Home Literacy Environment of School-Age Autistic Children with High Support Needs
Marleen F. Westerveld; Stephanie A. Malone; Sally Clendon; Rachael Bowen; Georgia Hayley; Jessica Paynter
Journal of Applied Research in Intellectual Disabilities, v37 n5 e13284 2024
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.
Descriptors: Family Environment, Literacy, Autism Spectrum Disorders, Children, Adolescents, Students with Disabilities, At Risk Persons, Alphabets, Student Interests, Learning Activities, Books, Reading Ability, Writing Ability
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A