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  • Title: Comparing Children with ASD and Their Peers' Growth in Print Knowledge.
    Author: Dynia JM, Brock ME, Logan JA, Justice LM, Kaderavek JN.
    Journal: J Autism Dev Disord; 2016 Jul; 46(7):2490-500. PubMed ID: 27113339.
    Abstract:
    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.
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