Early Indication of Reading Difficulty? A Descriptive Analysis of Emergent Literacy Skills in Children With Autism Spectrum Disorder

Veronica P. Fleury, Erin M. Lease

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

In this pilot study, we describe emergent literacy skills and factors related to literacy for children with autism spectrum disorder (ASD). A total of 38 parents and their children (n = 18 with ASD; n = 20 typically developing) participated in this study. Our analyses revealed great variability in emergent literacy performance across the ASD sample, with many children demonstrating strengths in code-focused skills combined with difficulties with focused-meaning skills. Moderate to strong correlations were found between emergent literacy skills and indices of communication and cognition for the children with ASD. Although we did not detect overall group differences in parental beliefs related to literacy, moderate to robust relationships were identified between parental attitudes about literacy and various child developmental indices. Implications for the nature and timing of intervention and future research directions are discussed in light of these findings.

Original languageEnglish (US)
Pages (from-to)82-93
Number of pages12
JournalTopics in Early Childhood Special Education
Volume38
Issue number2
DOIs
StatePublished - Aug 1 2018

Keywords

  • autism spectrum disorder
  • emergent literacy
  • parents
  • preschool

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