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

Veronica P. Fleury; Erin M. Lease

doi:10.1177/0271121417751626

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

Veronica P. Fleury, Erin M. Lease

Educational Psychology

Research output: Contribution to journal › Article › peer-review

13 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 language	English (US)
Pages (from-to)	82-93
Number of pages	12
Journal	Topics in Early Childhood Special Education
Volume	38
Issue number	2
DOIs	https://doi.org/10.1177/0271121417751626
State	Published - Aug 1 2018

Bibliographical note

Funding Information:
We wish to gratefully acknowledge parents who participated in this study and assistance provided by the research staff Andrea Boh, Kelsey Young, and Erin Johnson. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was conducted in part through financial support from the Grant-in-Aid of Research, Artistry and Scholarship program at the University of Minnesota, Office of the Vice President for Research.

Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was conducted in part through financial support from the Grant-in-Aid of Research, Artistry and Scholarship program at the University of Minnesota, Office of the Vice President for Research.

Publisher Copyright:
© Hammill Institute on Disabilities 2018.

Keywords

autism spectrum disorder
emergent literacy
parents
preschool

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access

10.1177/0271121417751626

OpenUrl availability

Full text

Cite this

@article{3a766119f2064e9ca002a90e8d67f9c1,

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

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.",

keywords = "autism spectrum disorder, emergent literacy, parents, preschool",

author = "Fleury, {Veronica P.} and Lease, {Erin M.}",

note = "Funding Information: We wish to gratefully acknowledge parents who participated in this study and assistance provided by the research staff Andrea Boh, Kelsey Young, and Erin Johnson. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was conducted in part through financial support from the Grant-in-Aid of Research, Artistry and Scholarship program at the University of Minnesota, Office of the Vice President for Research. Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was conducted in part through financial support from the Grant-in-Aid of Research, Artistry and Scholarship program at the University of Minnesota, Office of the Vice President for Research. Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2018.",

year = "2018",

month = aug,

day = "1",

doi = "10.1177/0271121417751626",

language = "English (US)",

volume = "38",

pages = "82--93",

journal = "Topics in Early Childhood Special Education",

issn = "0271-1214",

publisher = "SAGE Publications Inc.",

number = "2",

}

TY - JOUR

T1 - Early Indication of Reading Difficulty? A Descriptive Analysis of Emergent Literacy Skills in Children With Autism Spectrum Disorder

AU - Fleury, Veronica P.

AU - Lease, Erin M.

N1 - Funding Information: We wish to gratefully acknowledge parents who participated in this study and assistance provided by the research staff Andrea Boh, Kelsey Young, and Erin Johnson. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was conducted in part through financial support from the Grant-in-Aid of Research, Artistry and Scholarship program at the University of Minnesota, Office of the Vice President for Research. Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was conducted in part through financial support from the Grant-in-Aid of Research, Artistry and Scholarship program at the University of Minnesota, Office of the Vice President for Research. Publisher Copyright: © Hammill Institute on Disabilities 2018.

PY - 2018/8/1

Y1 - 2018/8/1

N2 - 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.

AB - 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.

KW - autism spectrum disorder

KW - emergent literacy

KW - parents

KW - preschool

UR - http://www.scopus.com/inward/record.url?scp=85043708720&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85043708720&partnerID=8YFLogxK

U2 - 10.1177/0271121417751626

DO - 10.1177/0271121417751626

M3 - Article

AN - SCOPUS:85043708720

SN - 0271-1214

VL - 38

SP - 82

EP - 93

JO - Topics in Early Childhood Special Education

JF - Topics in Early Childhood Special Education

IS - 2

ER -

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

Abstract

Bibliographical note

Keywords

UN SDGs

Access

OpenUrl availability

Other files and links

Fingerprint

Cite this