The home literacy environment of school-aged children with autism spectrum disorders

TY - JOUR

T1 - The home literacy environment of school-aged children with autism spectrum disorders

AU - Lucas, Rebecca

AU - Norbury, Courtenay Frazier

PY - 2018

Y1 - 2018

N2 - For typically developing (TD) children the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with Autism Spectrum Disorders (ASD). We collected information about the HLE of children aged 7-13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (ALD) were engaged in shared reading and reading discussion more frequently than TD children and children with ASD and age-appropriate language skills (ALN). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading was positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics and parents are well placed to facilitate their children’s literacy development through encouragement and scaffolding.© 2017, UKLA. The attached document (embargoed until 16/06/2019) is an author produced version of a paper published in the Journal of Research in Reading, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at http://dx.doi.org/10.1111/1467-9817.12119. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

AB - For typically developing (TD) children the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with Autism Spectrum Disorders (ASD). We collected information about the HLE of children aged 7-13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (ALD) were engaged in shared reading and reading discussion more frequently than TD children and children with ASD and age-appropriate language skills (ALN). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading was positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics and parents are well placed to facilitate their children’s literacy development through encouragement and scaffolding.© 2017, UKLA. The attached document (embargoed until 16/06/2019) is an author produced version of a paper published in the Journal of Research in Reading, uploaded in accordance with the publisher’s self- archiving policy. The final published version (version of record) is available online at http://dx.doi.org/10.1111/1467-9817.12119. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

U2 - 10.1111/1467-9817.12119

DO - 10.1111/1467-9817.12119

M3 - Article

SN - 1467-0423

JO - Journal of Research in Reading

JF - Journal of Research in Reading

ER -