Comparing Children with ASD and Their Peers' Growth in Print Knowledge.
Many children with autism spectrum disorder (ASD) struggle with reading. An increased focus on emergent literacy skills-particularly print knowledge-might improve later reading outcomes. We analyzed longitudinal measures of print knowledge (i.e., alphabet knowledge and print-concept knowledge) for 35 preschoolers with ASD relative to a sample of 35 typically developing peers. Through multilevel growth curve analysis, we found that relative to their peers, children with ASD had comparable alphabet knowledge, lower print-concept knowledge, and acquired both skills at a similar rate. These findings suggest that children with ASD are unlikely to acquire print-concept knowledge commensurate to their peers without an increased emphasis on high-quality instruction that targets this skill.
Crane Center for Early Childhood Research and Policy Education, The Ohio State University, Columbus, OH, 43201, USA. dynia.1@osu.edu.
Jaclyn M
JM
Dynia
Crane Center for Early Childhood Research and Policy Education, The Ohio State University, Columbus, OH, 43201, USA.
Matthew E
ME
Brock
Crane Center for Early Childhood Research and Policy Education, The Ohio State University, Columbus, OH, 43201, USA.
Jessica A R
JA
Logan
Crane Center for Early Childhood Research and Policy Education, The Ohio State University, Columbus, OH, 43201, USA.
Laura M
LM
Justice
University of Toledo, Toledo, OH, USA.
Joan N
JN
Kaderavek
D000067877:Autism Spectrum Disorder / Q000175:diagnosis* / Q000523:psychology*; D002648:Child; D002657:Child Development / Q000502:physiology; D002675:Child, Preschool; D005260:Female; D006801:Humans; D019359:Knowledge; D000067010:Literacy / Q000523:psychology*; D008297:Male; D010379:Peer Group; D011932:Reading
Autism; Emergent literacy; Print knowledge