A systematic review of the literature on emergent literacy skills of preschool children with Autism Spectrum Disorder
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A wealth of research has been conducted into emergent literacy (i.e., precursors to formal reading) skills and development in typically developing (TD) children. However, despite research suggesting children with autism spectrum disorder (ASD) are at risk of reading challenges, limited research exists on their emergent literacy. Thus, we aimed to systematically review emergent literacy research with this population. Database searches from 1995 to 2015 yielded three articles that met inclusion criteria. Results suggested both strengths and challenges in emergent literacy skills in children with ASD. Significant links between emergent literacy skills and both oral language and nonverbal cognition were also found. The findings highlight the need for further research; future directions and implications are discussed.
The Journal of Special Education
English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)