需要高度支持的学龄自闭症儿童的家庭识字环境
Marleen F Westerveld1, Stephanie A Malone2, Sally Clendon3
1Griffith Institute for Educational Research, School of Health Sciences and Social Work, Griffith University, Southport, Queensland, Australia.
概括
家长报告的家庭识字活动与高支持需求的自闭症儿童的识字技能有积极的相关性. 沟通方法影响识字参与和技能发展.
科学领域:
- 发展心理学是发展心理学.
- 特殊教育 特殊教育
- 语言学的语言学.
背景情况:
- 需要高度支持的自闭症儿童经常面临重大的识字挑战.
- 这些孩子可能在智力障碍范围内具有适应性功能.
- 家庭识字环境是识字发展的关键因素.
研究的目的:
- 调查高支持需求的自闭症儿童的家庭识字环境.
- 确定与该人口的识字技能相关的因素.
- 为促进识字的教育实践提供信息.
主要方法:
- 62名自闭症儿童的家长 (年龄在4.5-18.25岁) 完成了一项调查.
- 该调查评估了孩子的字母知识,阅读兴趣,书籍互动,阅读能力和写作能力.
- 数据集中在家长报告的家庭识字环境上.
主要成果:
- 在阅读兴趣,识字互动和识字技能之间发现了积极的相关性.
- 儿童年龄与这些识字指标没有相关性.
- 使用口语沟通的儿童在大多数家庭识字子表中得分更高,除了阅读兴趣.
结论:
- 了解家庭识字实践对于支持高支持需求的自闭症儿童至关重要.
- 干预措施应考虑沟通方法和促进阅读兴趣.
- 需要进一步的研究来优化这群弱势群体的教育策略.
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