Jaclyn M. Dynia|Allison Bean|Laura M. Justice|Joan N. Kaderavek
Phonological awareness emergence in preschool children with autism spectrum disorder
The Ohio State University|The Ohio State University|The Ohio State University|University of Toledo
background aims phonological awareness begins develop preschool years primary factor underlying later reading abilities previous research found mixed results phonological awareness skills children autism spectrum disorders therefore purpose present study add understanding phonological awareness children autism spectrum disorder investigating residualized gains phonological awareness skills academic year methods total 125 preschool 4 5years old children including 27 children autism spectrum disorder 28 children language impairment 70 typically developing children focus present study participants current study represent subset participants larger study titled sit together read children completed direct assessments beginning fall end school year spring phonological awareness using test preschool early literacy results oneway anova compared phonological awareness skills tasks syllableonsetrime blendingelision receptiveexpressive fall spring three groups children autism spectrum disorder children language impairment children typically developing fall spring analyses found statistically significant tukey hsd indicated children autism spectrum disorder significantly lower scores tasks time points compared typically developing peers children autism spectrum disorder seem make gains phonological awareness tasks similarly typically developing peers phonological awareness tasks results final regression models indicated children autism spectrum disorder made gains similar typically developing peers phonological awareness tasks language skills predicted residualized gain syllable elision receptive tasks well total score controlling condition iq group status social skills significant predictor tasks conclusions three main findings emerged phonological awareness skills seem deficit children autism spectrum disorder b general autism status predict residualized gain phonological awareness skills c oral language significant predictor residualized gain phonological awareness skills implication early childhood educators focus providing highquality instruction phonological awareness children autism spectrum disorder researchers focus investigating effectiveness phonological awareness interventions children autism spectrum disorder