Benjamin Bailey|Joanne Arciuli
Subskills associated with spelling ability in children with and without autism spectrum disorders
University of Sydney|University of Sydney
background aims effective literacy instruction demands clear understanding subskills underpin childrens reading writing abilities previous research reading questioned whether subskills support literacy acquisition typically developing children children autism spectrum disorders study examined subskills associated spelling ability group 20 children asd aged 512 years asd group group 20 typically developing children matched age word spelling accuracy td group provided comparative data methods participants completed standardised assessments vocabulary phonological awareness letter knowledge word spelling errors produced response word spelling assessment analysed evidence phonological awareness addition spelling attempts analysed evidence phonological orthographic morphological awareness linguistic awareness using computerised spelling sensitivity system results correlation regression analyses showed statistically significant relationships phonological awareness word spelling accuracy children asd td groups spelling errors produced groups contained evidence phonological awareness analysis spelling attempts showed overall level linguistic awareness encoded children asd td groups significantly different conclusions findings provide evidence phonological awareness subskills support spelling children autism spectrum disorders typically developing children implications similar spelling profiles exhibited children autism spectrum disorders typically developing peers suggest populations may benefit literacy instruction targets underpinning subskills