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首页> 外文期刊>Autism & Developmental Language Impairments >Phonological awareness emergence in preschool children with autism spectrum disorder
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Phonological awareness emergence in preschool children with autism spectrum disorder

机译：学龄前儿童具有自闭症谱系疾病的语音意识出现

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Background and aims Phonological awareness begins to develop during the preschool years and is a primary factor underlying later reading abilities. Previous research has found mixed results on the phonological awareness skills of children with autism spectrum disorders. Therefore, the purpose of the present study is to add to our understanding of phonological awareness in children with autism spectrum disorder by investigating residualized gains in phonological awareness skills over an academic year. Methods A total of 125 preschool (4- to 5-years old) children including 27 children with autism spectrum disorder, 28 children with language impairment, and 70 typically developing children were the focus of the present study. Participants in the current study represent a subset of participants from a larger study titled, Sit Together and Read. Children completed direct assessments in the beginning (fall) and end of school year (spring) on phonological awareness using the Test of Preschool Early Literacy. Results A one-way ANOVA compared the phonological awareness skills tasks (syllable/onset-rime, blending/elision, receptive/expressive) in the fall and the spring for each of the three groups (children with autism spectrum disorder, children with language impairment, children who are typically developing). In the fall and the spring, all of the analyses were found to be statistically significant. A Tukey HSD further indicated that children with autism spectrum disorder had significantly lower scores on all of the tasks at both time points compared to the typically developing peers. Children with autism spectrum disorder seem to make gains in phonological awareness tasks similarly to their typically developing peers for most of the phonological awareness tasks. Results from the final regression models indicated that children with autism spectrum disorder made gains similar to those of their typically developing peers for most phonological awareness tasks and that language skills predicted residualized gain for syllable, elision, and receptive tasks, as well as the total score when controlling for condition, IQ, and group status. Social skills were not a significant predictor for any of the tasks. Conclusions Three main findings emerged: (a) phonological awareness skills seem to be a deficit for children with autism spectrum disorder, (b) in general, autism status does not predict residualized gain in phonological awareness skills, and (c) oral language is a significant predictor of residualized gain in phonological awareness skills. Implication Early childhood educators should focus on providing high-quality instruction on phonological awareness for children with autism spectrum disorder and researchers should focus on investigating the effectiveness of phonological awareness interventions for children with autism spectrum disorder.
机译：背景和目标语音意识开始在学龄前多年开始发展，是后来阅读能力的主要因素。以前的研究发现，自闭症谱系障碍儿童的语音意识技能混合结果。因此，本研究的目的是通过在学年年度调查学年中的语音意识技能中的残留增益，为我们对自闭症谱系障碍的儿童的语音意识的理解。方法共有125级幼儿园（4至5岁）儿童，包括27名具有自闭症谱系障碍，28名具有语言障碍的儿童，以及70名典型发展的儿童是本研究的重点。目前研究中的参与者代表了一个名为较大的研究的参与者的子集，坐在一起和阅读。儿童在开始（秋季）和学年结束时完成直接评估（春季）对学龄前早期识字的考验进行语音意识。结果单向ANOVA比较了秋季的语音意识技能任务（音节/发作 - 霜，混合/充电，接受/富集，接受/富有的接受/表达），为三个群体中的每一个（具有自闭症谱系障碍，语言障碍的儿童，通常发展的孩子们。在秋天和春天，发现所有分析都存在统计学意义。与典型的发展对同行相比，Tukey HSD进一步表明，与典型的开发同行相比，患有自闭症谱系障碍的儿童在两个时间点的所有任务中都显着降低了得分。患有自闭症谱系障碍的儿童似乎与口语意识任务的增加，因为他们的典型发育方面是大多数语音意识任务。最终回归模型的结果表明，具有自闭症谱系障碍的儿童与大多数语音意识任务的典型发展方面的频谱相似，并且语言技能预测了音节，精选和接受任务的残留增益，以及总分控制条件，IQ和组状态时。社交技能不是任何任务的重要预测因素。结论出现了三种主要结果：（a）语音意识技巧似乎是自闭症谱系障碍的儿童赤字，（b）一般来说，自闭症状态并未预测语音意识技能的残留增益，（c）口语是一个语音意识技能残留增益的重要预测因子。暗示早期儿童教育者应该专注于为自闭症谱系障碍的儿童提供高质量的语音意识教学，研究人员应专注于调查自闭症谱系障碍儿童语音意识干预的有效性。

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