ABSTRACT
In this study, we aimed to compare the early literacy skills and home literacy environment (HLE) of children on the autism spectrum and typically developing (TD) children, and to determine the predictors of early literacy skills in children on the autism spectrum. The sample in this study consisted of 30 children on the autism spectrum and 31 TD children whose receptive language ages were matched. Results indicated that children on the autism spectrum had significantly higher letter knowledge and significantly lower phonological awareness and vocabulary compared with TD children. No significant difference was found between the groups in terms of the HLE. Moreover, nonverbal cognitive ability predicted letter knowledge, and language and working memory predicted both vocabulary and phonological awareness.
Subject(s)
Autism Spectrum Disorder , Autistic Disorder , Humans , Child , Literacy , Reading , Autism Spectrum Disorder/diagnosis , Autism Spectrum Disorder/psychology , Language , VocabularyABSTRACT
The aim of this study was to examine the effect of online multi-component strategy instruction (MCCSI) on students with cochlear implants (CIs) regarding their reading comprehension. Moreover, it was to examine whether the students maintained and generalized the skills they acquired as well as the student' and their mothers' opinions regarding the intervention. This research was carried out with a multiple probe design across subjects. Three students with CIs who were in the fourth or fifth grade participated in this study. As a result, online MCCSI was found to be effective with a large effect size for all three students, and the students maintained their acquired skills at three and six weeks following the intervention. Additionally, two of the students were able to generalize the strategies they learned. Moreover, the opinions of the participating students and families regarding the social validity of the research were positive.
