Mô hình toàn diện về năng lực đọc viết ban đầu (CELM): Gợi ý vận dụng trong giáo dục kĩ năng tiền đọc cho trẻ rối loạn phổ tự kỉ tại Việt Nam
Tóm tắt
Pre-reading skills play an important role in preparing children for formal reading and writing instruction, particularly children with autism spectrum disorder (ASD). This study employed document analysis and synthesis methods to examine Rohde’s (2015) Comprehensive Emergent Literacy Model (CELM) and to develop a framework of pre-reading educational content appropriate to the Vietnamese educational context. Based on the CELM, the study selects and operationalizes four components directly related to pre-reading skills—oral language, print awareness, phonological awareness, and emergent writing—and proposes a framework of pre-reading educational content for children with ASD aged 5-6 years, adapted to the characteristics of Vietnamese, the Vietnamese Preschool Education Curriculum, and the Developmental Standards for Five-Year-Old Children. The study translates the CELM into a framework of pre-reading educational content suitable for the Vietnamese educational context, providing a foundation for future empirical research and the development of educational programmes for children with ASD.
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