Teaching Emergent Literacy to Preschoolers With ASD: A Mixed-Method Exploration of Teachers' Expertise

• In Event: Interventions and Instructional Practices in Special and Inclusive Education

Abstract

Children with autism spectrum disorder (ASD) are at a disadvantage in acquiring emergent literacy skills (e.g., print concept knowledge, phonological awareness etc.) which were found to be foundational for future reading development. The emergent literacy development of preschool children with ASD is largely impacted by teachers’ expertise which was conceptualized as teachers’ content knowledge about emergent literacy and pedagogical knowledge about how to employ effective instructional strategies and tailor them to support the learning of each individual child with ASD. This session will share the findings of a mixed method study which examines preschool teachers’ content and pedagogical knowledge related to teaching emergent literacy to children with ASD. Implications for the field will be discussed.

Author

• Xiaoning Wang, Florida State University