Language/cognitive predictors of literacy skills in 12-year-old children on the autism spectrum

Jakob Åsberg Johnels · Elisabeth Fernell · Liselotte Kjellmer · Christopher Gillberg · Fritjof Norrelgen

31 citations0/0 files storedLogopedics Phoniatrics Vocology

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Reading and Literacy Development Autism Spectrum Disorder Research Language Development and Disorders

Abstract

AIM: Some school age children with autism spectrum disorder (ASD) struggle with literacy development, yet, the individual differences are major and not well understood. Moreover, literacy attainment is multi-faceted and literacy skills and difficulties manifest in more than one way. The aim of this study was to describe this variability and to identify language/cognitive predictors of different literacy skills. METHODS: We assessed different literacy skills (word reading accuracy, reading fluency, reading comprehension, and spelling), along with a set of language/cognitive predictor skills (listening comprehension, rapid automatized naming, phonological awareness and nonverbal cognitive ability), in 12-year-old children with ASD without intellectual disability recruited from a longitudinal study in Sweden. RESULTS: There was great heterogeneity (from floor to ceiling levels) in literacy skills, with a statistically increased prevalence of poor reading comprehension and reading fluency compared with population norms. In regression analyses, it was shown that concurrent language/cognitive predictor skills (e.g. phonological awareness) were differentially associated with literacy subskills. Moreover, a longitudinal analysis showed that preschool language problems were associated with poor word reading accuracy and spelling in middle school. CONCLUSIONS: The results confirm previous findings as well as provide new knowledge regarding profiles of literacy (difficulties) in children with ASD; interestingly, the identified predictors of literacy skills in ASD resembled those identified as important in general reading (and dyslexia) research, which might indicate that similar kinds of support and training would be beneficial.

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References

2013Diagnostic and Statistical Manual of Mental Disorders 2013Diagnostic and Statistical Manual of Mental Disorders 1990The simple view of reading 2018Ending the Reading Wars: Reading Acquisition From Novice to Expert 2002The lexical quality hypothesis 2011Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities 1990Very Early Language Deficits in Dyslexic Children 2019Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice.

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2023Equitable Education for Bilingual Autism Spectrum Disorder Children 2026Neurodevelopmental Disorders in Educational Contexts

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