Emergent literacy skills and autism: A scoping review of intervention programs

Quintin, EM (通讯作者),McGill Univ, Dept Educ & Counselling Psychol, 3700 McTavish St, Montreal, PQ H3A 1Y2, Canada.
2022-9
This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that in-terventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both inter-vention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and develop-mental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children.
RESEARCH IN AUTISM SPECTRUM DISORDERS
卷号:97
ISSN:1750-9467|收录类别:SSCI
语种
英语
来源机构
McGill University; McGill University; McGill University
被引频次(WOS)
0
被引频次(其他)
0
180天使用计数
8
2013以来使用计数
9
EISSN
1878-0237
出版年
2022-9
DOI
10.1016/j.rasd.2022.102004
学科领域
循证教育学
关键词
Autism spectrum disorder Emergent literacy skills Phonological awareness Word recognition Intervention Children
WOS学科分类
Education, Special Psychology, Developmental Psychiatry Rehabilitation