Rebecca Lucas|Courtenay Norbury
The home literacy environment of school?aged children with autism spectrum disorders
University of Roehampton|University College London
typically developing td children home literacy environment hle impacts reading competence yet studies explored hle children autism spectrum disorders asd collected information hle children aged 713 asd td peers via parental questionnaire examined whether differences home literacy practices subtle group differences emerged children asd concomitant language disorder autism language disorder ald engaged shared reading reading discussion frequently td children children asd ageappropriate language skills autism language normal aln however aln ald children engaged shared reading shorter duration td peers across groups frequency duration independent reading positively associated reading ability attitude thus home literacy practices appear reflect child characteristics parents well placed facilitate childrens literacy development encouragement scaffolding highlights already known topic home literacy environment hle impacts reading development typically developing children many children autism spectrum disorders asd reading difficulties little known hle children asd paper adds examined relationship hle reading children asd poorer readers asd engaged shared reading practices frequently proficient readers children asd engaged shared reading practices shorter duration typically developing peers implications practice home literacy practices appear reflect child characteristics parents well placed facilitate childrens literacy development encouragement scaffolding