No differences in code-related emergent literacy skills in well-matched 4-year-old children with and without ASD

Journal article


Westerveld, Marleen F., Paynter, Jessica, Brignell, Amanda and Reilly, Sheena. (2020). No differences in code-related emergent literacy skills in well-matched 4-year-old children with and without ASD. Journal of Autism and Developmental Disorders. 50(8), pp. 3060-3065. https://doi.org/10.1007/s10803-020-04407-5
AuthorsWesterveld, Marleen F., Paynter, Jessica, Brignell, Amanda and Reilly, Sheena
Abstract

This study used data from a prospective community-based sample and compared the code-related emergent literacy skills (phonological awareness and letter knowledge) of 4-year-old children with ASD (n = 36) to their peers without ASD (n = 36), matched for age, gender, socio-economic status, language ability, and nonverbal cognition. We also compared groups on parent-reported home literacy measures, including the amount of time their child enjoyed being read to. There were no significant group differences in emergent literacy, indicating that an ASD diagnosis was not related to children’s emergent literacy performance. We found no group differences in parent-reported home literacy experiences. This highlights the need for careful consideration of factors beyond ASD traits that may influence literacy outcomes in this population.

Keywordsemergent literacy; home literacy environment; autism spectrum disorder; phonological awareness; alphabet knowledge
Year2020
JournalJournal of Autism and Developmental Disorders
Journal citation50 (8), pp. 3060-3065
PublisherSpringer
ISSN0162-3257
Digital Object Identifier (DOI)https://doi.org/10.1007/s10803-020-04407-5
Scopus EID2-s2.0-85079245616
Research or scholarlyResearch
Page range3060-3065
FunderNational Health and Medical Research Council (NHMRC)
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online08 Feb 2020
Publication process dates
Deposited12 Jul 2021
Grant IDNHMRC/237106
NHMRC/9436958
NHMRC/491210
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