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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. (author abstract)
Resource Type:
Reports & Papers
United States

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