ArticleJournal of autism and developmental disorders2025
Code- and Meaning-related Emergent Literacy Skills and Joint Attention in Autistic and Non-Autistic Children.
Article in Journal of autism and developmental disorders, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Code- and meaning-related emergent literacy skills of autistic children were compared to those of non-autistic children who did not differ on age and full-scale IQ (FSIQ). The associations between joint attention skills and early literacy abilities were of interest. Seventeen autistic and 20 non-autistic children (48 to 72 months) participated. Parents completed a joint attention measure and children completed code- and meaning-related emergent literacy skills measures. Findings showed that autistic and non-autistic children did not differ on code-related emergent literacy skills, letter knowledge and phonological awareness, but autistic children scored lower on print conceptsand name writing. Autistic children also scored lower on meaning-related skills assessing the comprehensive and quality of oral narratives. FSIQ predicted print concept knowledge in all children. Receptive vocabulary was a significant predictor of meaning-related skills in autistic children and the quality of oral narratives in non-autisticchildren. Joint attention was also a significant predictor of oral narrative quality in autistic children. Recommendations for promoting emergent literacy skills using a strength-based approach are discussed.
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