Investigation of Early Literacy Skills in Children on the Autism Spectrum: The Case of Turkish-Speaking Children

Tülü, Burcu Kiliç; Akçamuş, Meral Çilem Ökcün; Ergül, Cevriye

doi:10.1007/s10803-022-05456-8

Cited by 2 publications

(2 citation statements)

References 73 publications

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“…Furthermore, Kiliç-Tülü et al ( 2023 ) conducted a comparative study on the early literacy skills of children with ASD and those of typically developing children, with a focus on the influence of the HLE in the Turkish language context. The study revealed the characteristics of early literacy skills development in children with ASD with a Turkish language background and highlighted the significant predictive role of the HLE, non-verbal cognitive abilities, and working memory.…”

Section: Resultsmentioning

confidence: 99%

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Wang,

Xu,

et al. 2024

Front. Psychol.

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IntroductionEarly reading has gained significant attention in the academic community. With the increasing volume of literature on this subject, it has become crucial to assess the current research landscape and identify emerging trends.MethodsThis study utilized the dynamic topic model to analyze a corpus of 1,638 articles obtained from the Web of Science Core Collection to furnish a lucid understanding of the prevailing research and forecast possible future directions.ResultsOur in-depth assessment discerned 11 cardinal topics, among which notable ones were interventions' impacts on early reading competencies; foundational elements of early reading: phonological awareness, letters, and, spelling; and early literacy proficiencies in children with autism spectrum disorder. Although most topics have received consistent research attention, there has been a marked increase in some topics' popularity, such as foundational elements of early reading and early literary proficiencies in children with autism spectrum disorder. Conversely, other topics exhibited a downturn.DiscussionThis analytical endeavor has yielded indispensable insights for scholars, decision-makers, and field practitioners, steering them toward pivotal research interrogatives, focal interest zones, and prospective research avenues. As per our extensive survey, this paper is a pioneering holistic purview of the seminal areas of early reading that highlights expected scholarly directions.

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Section: Resultsmentioning

confidence: 99%

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Wang,

Xu,

et al. 2024

Front. Psychol.

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“…These findings reveal that children with ASD have very inadequate phonological awareness skills. Studies examining the phonological awareness skills of children with ASD (Smith Gabig, 2010;Lanter, 2009;Rosenberg, 2008;Kilic-Tulu, Okcun-Akcamus, & Ergul, 2023) found that children with ASD have significantly higher letter knowledge and significantly lower phonological awareness and vocabulary compared to typically developing children. Although the current study was limited to two students with ASD and twelve typically developing children, it supports the results obtained from the above-mentioned research.…”

Section: Practical Implicationsmentioning

confidence: 99%

The effectiveness of the SESFAR intervention program in supporting the phonological awareness of children with autism spectrum disorder

Terzioğlu,

Sazak Duman

2024

International Journal of Social Sciences and Education Research

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The purpose of this research was to determine the effectiveness of the Phonological Awareness Intervention Program in supporting the phonological awareness skills of two six- and seven-year-old children with autism spectrum disorder. Additionally, we collected follow-up and generalization data. The social validity data were evaluated by social comparison and subjective evaluation methods. The findings from the study showed that children with autism acquired phonological awareness skills with the Phonological Awareness Intervention Program presented with the direct instruction method. They maintained these skills in the follow-up sessions held after 1, 3, and 5 weeks and could generalize them to different people, tools, and settings. On the other hand, the social validity findings showed that children with autism who were the study participants exhibited similar phonological awareness skills to their peers. The findings obtained from the parents and teachers of the participating children indicated the study's social validity.

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Investigation of Early Literacy Skills in Children on the Autism Spectrum: The Case of Turkish-Speaking Children

Cited by 2 publications

References 73 publications

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

Dynamic insights into research trends and trajectories in early reading: an analytical exploration via dynamic topic modeling

The effectiveness of the SESFAR intervention program in supporting the phonological awareness of children with autism spectrum disorder

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