Marleen F. Westerveld|Jessica Paynter|Kathryn A O’Leary|David Trembath
Preschool predictors of reading ability in the first year of schooling in children with ASD
Griffith University|Autism CRC|Menzies School of Health Research|Autism CRC|Menzies School of Health Research|Autism CRC|Autism CRC|Menzies School of Health Research
high percentage children autism spectrum disorder asd show elevated challenges learning read investigated longitudinal predictors reading skills 41 children diagnosed asd children completed measures precursor literacy skills age 45 years including phonological awareness letter sound knowledge rapid automatic naming name writing phonological memory digit span along measures word passagelevel reading skills first year formal schooling nonverbal cognition letter sound knowledge accounted 534 variance regular single word reading school age letter sound knowledge significant individual predictor overall 18 children showed reading ability scores average range standardized test passagelevel reading ability whereas 23 children performed expectations groups differed significantly precursor literacy measures ages 45 except autism symptoms based parent report group membership significantly predicted preschool receptive vocabulary name writing rapid automatic naming high sensitivity specificity results discussed reference literature describing early literacy predictors typically developing children highlighting key areas future intervention support autism res 2018 11 13321344 2018 international society autism research wiley periodicals inc lay summary children autism increased risk persistent reading difficulties examined whether preschool readingrelated skills linked later reading ability performance following three tasks administered preschool predicted children showed early reading success versus expectations first year school vocabulary name writing rapid naming familiar objects shapes results inform future interventions