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Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum

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Abstract

Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and lower meaning) was found in 62 % of this sample. Concurrent analyses revealed that reading proficiency was associated with higher nonverbal cognition and expressive language, and that social ability was negatively related to alphabet knowledge. Nonverbal cognition and expressive language at mean age 2½ years predicted later reading performance at mean age 5½ years. These results support the importance of early language skills as a foundation for reading in children with ASD.

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Acknowledgments

This research was supported by the National Institutes of Health Grants T32 DC005359 (Ellis Weismer, PI), R01 DC007223 (Ellis Weismer, PI), and P30 HD03352 (Mailick, PI). The authors would like to thank Professor Daniel Bolt for his assistance with statistical analysis and Courtney E. Venker for her thoughtful feedback on this manuscript. Special thanks to all of the children and families who participated in this research.

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  1. Department of Communication Sciences & Disorders/Waisman Center, University of Wisconsin-Madison, Goodnight Hall, 1975 Willow Dr., Madison, WI, 53706, USA

    Meghan M. Davidson & Susan Ellis Weismer

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  1. Meghan M. Davidson
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Correspondence to Meghan M. Davidson.

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Davidson, M.M., Ellis Weismer, S. Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum. J Autism Dev Disord 44, 828–845 (2014). https://doi.org/10.1007/s10803-013-1936-2

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