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    Emergent Literacy Assessment in Children With Autism Spectrum Disorder Who Have Limited Verbal Communication Skills: A Tutorial
    (American Speech-Language-Hearing Association, 2021-01-19) Clendon S; Paynter J; Walker S; Bowen R; Westerveld MF
    Purpose Children with autism spectrum disorder (ASD) are at increased risk of experiencing difficulties with the development of literacy, including the emergent literacy skills recognized to underpin conventional literacy success. Comprehensive assessment is essential. Characteristics of ASD can make assessment challenging, and this can be compounded when children are unable to demonstrate their skills using spoken language. The purpose of this clinical tutorial is to outline the process of emergent literacy assessment for children with ASD who have limited verbal communication skills. A case example of a 5-year-old boy is presented. Method Pertinent literature is reviewed around the literacy profiles of children with ASD, the subgroup of children with ASD who have limited verbal communication skills, key components of emergent literacy, and previous research examining the emergent literacy abilities of children with ASD. The case report is described in depth and emphasizes the key factors to consider when designing an assessment battery and protocol. Results The case example information is interpreted, and its application is discussed. Key outcomes are highlighted including a greater understanding of the child's literacy strengths and needs and the implications for individualized instruction. Conclusion The clinical tutorial highlights the need for a comprehensive, well-planned assessment approach that involves all members of the educational team, and that is considerate to the needs of the individual child and responsive to their communication needs.
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    Does linguistic comprehension support the decoding skills of struggling readers? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2015) Blick, Michele Anne
    The majority of struggling readers experience difficulty with accurate and fluent word recognition. The purpose of this study was to investigate the contribution of linguistic comprehension to the decoding skills of struggling readers. This study focused on two groups of poor decoders defined by the Simple View of Reading. Children aged 8 to 12 years with poor decoding skills were grouped according to those with below average linguistic comprehension (n = 18) and those with average linguistic comprehension (n = 18). The performance of the two groups was compared on a number of standardised measures that included pseudoword reading, reading accuracy of words in context, reading comprehension, and reading rate. In addition, the oral reading errors of the two groups were analysed to determine whether any significant differences existed as a function of linguistic comprehension. It was hypothesised that the children with a higher level of linguistic comprehension would make more oral reading errors that were syntactically and semantically appropriate due to their more advanced linguistic comprehension skills. The results indicated that there were no significant differences between the two groups on any of the measures. This suggests that children struggling with decoding, regardless of their level of linguistic comprehension, require intervention focused primarily at the word-level. These findings do not support an approach to intervention that differentiates between poor decoders based on level of linguistic comprehension.
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    The identification and classification of struggling readers based on the simple view of reading
    (John Wiley & Sons Ltd, 2022-08) Sleeman M; Everatt J; Arrow A; Denston A
    The simple view of reading (SVR) predicts that reading difficulties can result from decoding difficulties, language comprehension difficulties, or a combination of these difficulties. However, classification studies have identified a fourth group of children whose reading difficulties are unexplained by the model. This may be due to the type of classification model used. The current research included 209 children in Grades 3–5 (8–10 years of age) from New Zealand. Children were classified using the traditional approach and a cluster analysis. In contrast to the traditional classification model, the cluster analysis approach eliminated the unexplained reading difficulties group, suggesting that poor readers can be accurately assigned to one of three groups, which are consistent with those predicted by the SVR. The second set of analyses compared the three poor reader groups across 14 measures of reading comprehension, decoding, language comprehension, phonological awareness, and rapid naming. All three groups demonstrated reading comprehension difficulties, but the dyslexia group showed particular weaknesses in word processing and phonological areas, the SCD group showed problems deriving meaning from oral language, and the mixed group showed general deficits in most measures. The findings suggest that the SVR does have the potential to determine reading profiles and differential intervention methods.