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

Fleury, Veronica P.; Lease, Erin M.

doi:10.1177/0271121417751626

Cited by 17 publications

(7 citation statements)

References 52 publications

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“…We conducted this investigation as secondary data analysis for a larger exploratory study of caregiver–child reading behaviors completed by the second author (Fleury & Ford, 2021; Fleury & Hugh, 2018; Fleury & Lease, 2018). In that vein, it is important to note that this study was not explicitly designed to investigate measurement error or as an application of G-theory.…”

Section: Methodsmentioning

confidence: 99%

Sampling Engagement in Shared Reading Activities With Children With Autism Spectrum Disorder: A Generalizability Study

Ford

Fleury

2021

Topics in Early Childhood Special Education

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Researchers seeking to make valid conclusions about engagement for young children with autism spectrum disorder (ASD) must first determine the reliability of estimates obtained across the conditions sampled. Working from that premise, we conducted a secondary data analysis of shared book readings between caregivers and their children with ASD, examining the contribution of measurement error on estimates of four states of child engagement. Caregivers read two different book types, each three times, with their children. With book type and occasion as measurement facets, we conducted a generalizability study and a series of decision studies. With the interaction of Persons × Book Type × Occasion contributing most measurement error for four engagement variables, we only found stable estimates for unengaged behaviors. For the variables of active engagement, visual engagement, and disruptive, four, five, and more than 10 book types, respectively, were necessary to obtain stable estimates across two occasions.

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Section: Methodsmentioning

confidence: 99%

Sampling Engagement in Shared Reading Activities With Children With Autism Spectrum Disorder: A Generalizability Study

Ford

Fleury

2021

Topics in Early Childhood Special Education

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“…Many factors play a role in literacy development, as such, the multiple deficit model framework proposed by Pennington ( 2006 ) posits that behavioural symptoms (such as reading success/challenges) within developmental disorders cannot be explained by a single cause, but rather by the interplay of multiple genetic and environmental protective and risk factors (Pennington, 2006 ; Van Bergen et al, 2014 ). For instance, the development of reading skills for autistic children could be impacted by multiple protective/risk factors including (1) autism characteristics (i.e., restricted interests, differences in social-communication skills), (2) language skills, (3) cognitive skills, and (4) co-occurring conditions (e.g., Dynia et al, 2014 ; Fleury & Lease, 2018 ; Nally et al, 2018 ; Westerveld et al, 2020 ).…”

Section: Phonological Awareness Skills and Autismmentioning

confidence: 99%

The Contribution of Perceptual Reasoning Skills to Phonological Awareness for School Age Autistic Children

Rimmer

Philibert-Lignières

Iarocci

et al. 2023

J Autism Dev Disord

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This study aimed to investigate the phonological awareness (PA) skills of school age autistic children (age range = 6–12) in two parts: (1) comparing their performance on a PA task to non-autistic children with groups matched on chronological age, verbal and non-verbal cognitive skills, and (2) exploring the role of cognitive skills and autism characteristics on PA skills. Results revealed that the groups did not differ in their PA skills (study 1) and that perceptual reasoning skills are associated with the PA skills of autistic participants (study 2). Results highlight the role of non-verbal cognitive skills in literacy development for autistic children and suggest that their perceptual reasoning abilities likely contribute a great deal when learning to read.

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“…The metaphonological ability to manipulate syllabic sequences by omitting or changing the order of phonemes is considered important for reading abilities in typically developing children [1,2]. However, only a limited number of studies assessed phonological processing other than phonological memory (NWR) in ASD participants [e.g., [44][45][46]. In one study, participants with ASD and SLI, 10 years of age, were tested on phonological awareness, i.e., phoneme elision, blending words and sound matching.…”

Section: Introductionmentioning

confidence: 99%

Associations and Dissociations among Phonological Processing Skills, Language Skills and Nonverbal Cognition in Individuals with Autism Spectrum Disorder

Jokel

Armstrong

Gabis

et al. 2020

Folia Phoniatr Logop

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Aims: The purpose of this study was to examine the nature of phonological processing in individuals with autism spectrum disorder (ASD) as it pertains to their nonverbal cognitive and linguistic abilities. Methods: Twenty-one participants between the ages of 9 and 21 years were administered a nonverbal cognitive assessment (Raven test), a language measure that requires receptive and expressive knowledge of semantics, syntax and morphology, as well as the integration across these language domains (CELF-4), and a measure of phonological processing (CTOPP). Results: Results show that performance on nonword repetition (NWR) that reflects an aspect of phonological memory was significantly low, whereas performance on phoneme reversal, phoneme elision, blending words and memory for digits was within the normal range. Hierarchical regressions with age, nonverbal intelligence (Raven test) and receptive language (CELF) as predictors showed that for NWR and phoneme elision the receptive part of the CELF was the main significant predictor, after controlling for age. For phoneme reversal and memory for digits, however, the Raven score was the significant predictor, suggesting that cognitive nonverbal ability is the main factor explaining variability in these tasks. Conclusions: A deficit in phonological memory characterizes individuals in the autistic population. This deficit may influence language acquisition in this population consistent with other populations of children with language impairments. Other tasks of phonological awareness, however, might be preserved especially when they do not involve memory for long phonological sequences and when the cognitive abilities are within the norm.

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

Cited by 17 publications

References 52 publications

Sampling Engagement in Shared Reading Activities With Children With Autism Spectrum Disorder: A Generalizability Study

Sampling Engagement in Shared Reading Activities With Children With Autism Spectrum Disorder: A Generalizability Study

The Contribution of Perceptual Reasoning Skills to Phonological Awareness for School Age Autistic Children

Associations and Dissociations among Phonological Processing Skills, Language Skills and Nonverbal Cognition in Individuals with Autism Spectrum Disorder

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