No Differences in Code-Related Emergent Literacy Skills in Well-Matched 4-Year-Old Children With and Without ASD

This study used data from a prospective community-based sample and compared the code-related emergent literacy skills (phonological awareness and letter knowledge) of 4-year-old children with ASD ( n = 36) to their peers without ASD ( n = 36), matched for age, gender, socio-economic status, langua...

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Veröffentlicht in:	Journal of autism and developmental disorders 2020-08, Vol.50 (8), p.3060-3065
Hauptverfasser:	Westerveld, Marleen F., Paynter, Jessica, Brignell, Amanda, Reilly, Sheena
Format:	Artikel
Sprache:	eng
Schlagworte:	Alphabets Autism Autistic children Behavioral Science and Psychology Brief Report Child and School Psychology Children Cognition Differences Early literacy Emergent Literacy Family Literacy Language skills Language thought relationship Learning outcomes Literacy Literacy skills Medical diagnosis Neurosciences Pediatric research Pediatrics Pervasive Developmental Disorders Phonological Awareness Preschool Children Psychological aspects Psychology Public Health Socioeconomic factors Socioeconomic status
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