ArticleJournal of autism and developmental disorders2020
No Differences in Code-Related Emergent Literacy Skills in Well-Matched 4-Year-Old Children With and Without ASD.
Article in Journal of autism and developmental disorders, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
6 citing papers in PubMed, 15 citations in OpenAlex.
- The Contribution of Emergent Literacy Skills to the Development of Character Recognition and Oral Vocabulary Knowledge Among Children With Autism Spectrum Disorder: The Case of Kindergarteners in China.Journal of autism and developmental disorders · 2026Article
- What Do We Know About the Home Literacy and Numeracy Environments of Autistic Preschoolers? A Systematic Review.Journal of autism and developmental disorders · 2025Article
- Code- and Meaning-related Emergent Literacy Skills and Joint Attention in Autistic and Non-Autistic Children.Journal of autism and developmental disorders · 2025Article
- The Contribution of Perceptual Reasoning Skills to Phonological Awareness for School Age Autistic Children.Journal of autism and developmental disorders · 2024Article
- Investigation of Early Literacy Skills in Children on the Autism Spectrum: The Case of Turkish-Speaking Children.Journal of autism and developmental disorders · 2023Article
- Brief Report: Associations Between Autism Characteristics, Written and Spoken Communication Skills, and Social Interaction Skills in Preschool-Age Children on the Autism Spectrum.Journal of autism and developmental disorders · 2021Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 1 country.
Funding
Abstract
This study used data from a prospective community-based sample and compared the code-related emergent literacy skills (phonological awareness and letter knowledge) of 4-year-old children with ASD (n = 36) to their peers without ASD (n = 36), matched for age, gender, socio-economic status, language ability, and nonverbal cognition. We also compared groups on parent-reported home literacy measures, including the amount of time their child enjoyed being read to. There were no significant group differences in emergent literacy, indicating that an ASD diagnosis was not related to children's emergent literacy performance. We found no group differences in parent-reported home literacy experiences. This highlights the need for careful consideration of factors beyond ASD traits that may influence literacy outcomes in this population.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.