Skip to main content
SpringerLink
Log in

Comparing Children with ASD and Their Peers’ Growth in Print Knowledge

  • Original Paper
  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders, (dsm-5 ® ). Arlington, VA: American Psychiatric Association.

    Google Scholar 

  • Baker, J. N., Spooner, F., Ahlgrim-Delzell, L., Flowers, C., & Browder, D. M. (2010). A measure of emergent literacy for students with severe developmental disabilities. Psychology in the Schools, 47(5), 501–513.

    Google Scholar 

  • Benedek-Wood, E., Mcnaughton, D., & Light, J. (2015). Instruction in letter-sound correspondences for children with autism and limited speech. Topics in Early Childhood Special Education. doi:10.1177/0271121415593497.

    Google Scholar 

  • Boucher, J., Mayes, A., & Bigham, S. (2012). Memory in autistic spectrum disorder. Psychological Bulletin, 138(3), 458–496.

    Article  PubMed  Google Scholar 

  • Boudreau, D. M., & Hedberg, N. L. (1999). A comparison of early literacy skills in children with specific language impairment and their typically developing peers. American Journal of Speech-Language Pathology, 8(3), 249–260. doi:10.1044/1058-0360.0803.249.

    Article  Google Scholar 

  • Cabell, S. Q., Justice, L. M., Zucker, T. A., & McGinty, A. S. (2009). Emergent name-writing abilities of preschool-age children with language impairment. Language, Speech, and Hearing Services in Schools, 40(1), 53. doi:10.1044/0161-1461(2008/07-0052).

    Article  PubMed  Google Scholar 

  • Davidson, M. M., & Ellis Weismer, S. (2014). Characterization and prediction of early reading abilities in children on the autism spectrum. Journal of Autism and Developmental Disorders, 44(4), 828–845. doi:10.1007/s10803-013-1936-2.

    Article  PubMed  PubMed Central  Google Scholar 

  • Dynia, J. M., Lawton, K., Logan, J. A., & Justice, L. M. (2014). Comparing emergent-literacy skills and home-literacy environment of children with autism and their peers. Topics in Early Childhood Special Education. doi:10.1177/0271121414536784.

    Google Scholar 

  • Gillam, R. B., & Johnston, J. R. (1985). Development of print awareness in language-disordered preschoolers. Journal of Speech and Hearing Research, 28(4), 521–526. doi:10.1044/jshr.2804.521.

    Article  PubMed  Google Scholar 

  • Hammill, D. D. (2004). What we know about correlates of reading. Exceptional Children, 70(4), 453–468.

    Google Scholar 

  • Hayes, S. (1990). Nine ducks nine. New York: Lothrop, Lee and Shepard Books.

  • Heller, R., & Greenleaf, C. L. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.

    Google Scholar 

  • Invernizzi, M. A. (2010). Pals k technical reference: Virginia State Department of Education.

  • Invernizzi, M. A., Sullivan, A., Meier, J. D., & Swank, L. (2004). Phonological awareness literacy screening for preschool: Teacher’s manual. Charlottesville, VA: University of Virginia.

    Google Scholar 

  • Jacobs, D. W., & Richdale, A. L. (2013). Predicting literacy in children with a high-functioning autism spectrum disorder. Research in Developmental Disabilities, 34(8), 2379–2390. doi:10.1016/j.ridd.2013.04.007.

    Article  PubMed  Google Scholar 

  • Jones, C. R., Happé, F., Golden, H., Marsden, A. J., Tregay, J., Simonoff, E., & Charman, T. (2009). Reading and arithmetic in adolescents with autism spectrum disorders: Peaks and dips in attainment. Neuropsychology, 23(6), 718–728. doi:10.1037/a0016360.

    Article  PubMed  Google Scholar 

  • Justice, L. M., Bowles, R. P., & Skibbe, L. E. (2006). Measuring preschool attainment of print-concept knowledge: A study of typical at-risk 3- to 5-year-old children using item response theory. Language, Speech, and Hearing Services in Schools, 37(3), 224–235. doi:10.1044/0161-1461(2006/024).

    Article  PubMed  Google Scholar 

  • Justice, L. M., Kaderavek, J. N., Fan, X., Sofka, A. E., & Hunt, A. (2009). Accelerating preschoolers’ early literacy development through classroom-based teacher-child storybook reading and explicit print referencing. Language, Speech, and Hearing Services in Schools, 40(1), 67–85. doi:10.1044/0161-1461(2008/07-0098).

    Article  PubMed  Google Scholar 

  • Justice, L. M., Logan, J. A. R., Kaderavek, J. N., & Dynia, J. M. (2015). Print-focused read-alouds in early childhood special education programs. Exceptional Children. doi:10.1177/0014402914563693.

    Google Scholar 

  • Justice, L. M., Skibbe, L. E., McGinty, A. S., Piasta, S. B., & Petrill, S. A. (2011). Feasibility, efficacy, and social validity of home-based storybook reading intervention for children with language impairment. Journal of Speech, Language and Hearing Research, 54(2), 523–538. doi:10.1044/1092-4388(2010/09-0151).

    Article  Google Scholar 

  • Kamps, D. M., Barbetta, P. M., Leonard, B. R., & Delquadri, J. (1994). Classwide peer tutoring: An integration strategy to improve reading skills and promote peer interactions among students with autism and general education peers. Journal of Applied Behavior Analysis, 27(1), 49–61.

    Article  PubMed  PubMed Central  Google Scholar 

  • Koppenhaver, D. A., & Erickson, K. A. (2003). Natural emergent literacy supports for preschoolers with autism and severe communication impairments. Topics in Language Disorders, 23(4), 283.

    Article  Google Scholar 

  • Lanter, E., Watson, L. R., Erickson, K. A., & Freeman, D. (2012). Emergent literacy in children with autism: An exploration of developmental and contextual dynamic processes. Language, Speech, and Hearing Services in Schools, 43(3), 308–324. doi:10.1044/0161-1461(2012/10-0083).

    Article  PubMed  Google Scholar 

  • Lanter, E., Freeman, D., & Dove, S. (2013). Procedural and conceptual print-related achievements in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 28(1), 14–25.

    Article  Google Scholar 

  • Levin, I., Shatil-Carmon, S., & Asif-Rave, O. (2006). Learning of letter names and sounds and their contribution to word recognition. Journal of Experimental Child Psychology, 93(2), 139–165.

    Article  PubMed  Google Scholar 

  • Logan, J., Justice, L. M., & Pentimonti, J. M. (2014). Ready to read and school success: Kindergarten readiness and the “third grade reading guarantee”. Columbus, OH: Crane Center for Early Childhood Research and Policy, The Ohio State University.

  • Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36(5), 596–613.

    Article  PubMed  Google Scholar 

  • Lonigan, C. J., & Whitehurst, G. J. (1998). Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds. Early Childhood Research Quarterly, 13(2), 263–290. doi:10.1111/j.1467-8624.1998.tb06247.x.

    Article  Google Scholar 

  • Mastropieri, M. A., Scruggs, T. E., & Graetz, J. E. (2003). Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. Learning Disability Quarterly, 26(2), 103–116.

    Article  Google Scholar 

  • Minshew, N. J., Goldstein, G., Taylor, H. G., & Siegel, D. J. (1994). Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16(2), 261–270.

    Article  PubMed  Google Scholar 

  • Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36(7), 911–919. doi:10.1007/s10803-006-0130-1.

    Article  PubMed  Google Scholar 

  • Nation, K., Cocksey, J., Taylor, J. S., & Bishop, D. V. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, 51(9), 1031–1039.

    Article  PubMed  Google Scholar 

  • National Early Literacy Panel. (2008). Developing early literacy. Washington, DC: National Institute for Literacy.

    Google Scholar 

  • O’connell, A. A., Logan, J. A. R., Pentimonti, J. M., & Mccoach, D. B. (2013). Linear and quadratic growth models for continuous and dichotomous outcomes. In Y. Petscher, C. Schatschneider & D. L. Compton (Eds.), Applied quantitative analysis in education and the social sciences. New York: Routledge.

  • Ohio Department of Education. (2004). Kindergarten readiness assessment (kra-l). Retrieved December 7, 2015, from http://education.ohio.gov/Topics/Early-Learning/Guidance-About-Kindergarten/KRAL.

  • Piasta, S. B., Justice, L. M., McGinty, A. S., & Kaderavek, J. N. (2012). Increasing young children’s contact with print during shared reading: Longitudinal effects on literacy achievement. Child Development, 83(3), 810–820. doi:10.1111/j.1467-8624.2012.01754.x.

    Article  PubMed  Google Scholar 

  • Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (3rd ed.). Thousand Oaks, CA: Sage.

    Google Scholar 

  • Ricketts, J., Jones, C. R., Happé, F., & Charman, T. (2013). Reading comprehension in autism spectrum disorders: The role of oral language and social functioning. Journal of Autism and Developmental Disorders, 43(4), 1–10. doi:10.1007/s10803-012-1619-4.

    Article  Google Scholar 

  • Rosenberg, N. E. (2008). A descriptive analysis of the early literacy skills of preschoolers with autism spectrum disorder. Seattle: University of Washington.

  • Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96(2), 265–282.

    Article  Google Scholar 

  • Travers, J. C., Higgins, K., Pierce, T., Boone, R., Miller, S., & Tandy, R. (2011). Emergent literacy skills of preschool students with autism: A comparison of teacher-led and computer-assisted instruction. Education and Training in Autism and Developmental Disabilities, 46, 326–338.

    Google Scholar 

  • Wei, X., Christiano, E. R., Jennifer, W. Y., Wagner, M., & Spiker, D. (2015). Reading and math achievement profiles and longitudinal growth trajectories of children with an autism spectrum disorder. Autism, 19(2), 200–210. doi:10.1177/1362361313516549.

    Article  PubMed  Google Scholar 

  • Wiig, E. H., Secord, W. A., & Semel, E. (2004). Clinical evaluation of language fundamentals preschool (2nd ed.). San Antonio, TX: Harcourt Assessment.

    Google Scholar 

  • Wong, V. C.-N., Fung, C.-W., Lee, S.-L., & Wong, P. T. Y. (2015). Review of evolution of clinical, training and educational services and research program for autism spectrum disorders in hong kong. Science China Life Sciences, 58(10), 991–1009.

    Article  PubMed  Google Scholar 

Download references

Acknowledgments

The research was supported by U.S. Department of Education, Institute of Education Sciences Grant R324A080037.

Author Contributions

JD developed the study, participated in its design and coordination and drafted the manuscript; MB participated in the design and interpretation of the data; JAR participated in the design, performed the measurement, and performed the statistical analysis; LJ and JK conceived of the larger study, and participated in its design and coordination. All authors read and approved the final manuscript.

Author information

Authors and Affiliations

  1. Crane Center for Early Childhood Research and Policy Education, The Ohio State University, Columbus, OH, 43201, USA

    Jaclyn M. Dynia, Matthew E. Brock, Jessica A. R. Logan & Laura M. Justice

  2. University of Toledo, Toledo, OH, USA

    Joan N. Kaderavek

Authors
  1. Jaclyn M. Dynia
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Matthew E. Brock
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Jessica A. R. Logan
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Laura M. Justice
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Joan N. Kaderavek
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jaclyn M. Dynia.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Dynia, J.M., Brock, M.E., Logan, J.A.R. et al. Comparing Children with ASD and Their Peers’ Growth in Print Knowledge. J Autism Dev Disord 46, 2490–2500 (2016). https://doi.org/10.1007/s10803-016-2790-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-016-2790-9

Keywords

Search

Navigation