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Predicting reading comprehension in young children with autism spectrum disorder. | LitMetric

AI Article Synopsis

  • A study analyzed how early literacy measures (like curriculum-based measurements, CBMs) relate to advanced literacy skills (such as reading comprehension) in young children with autism spectrum disorders (ASDs).
  • It involved 167 children aged 4 to 7 and found that CBMs were effective in assessing literacy skills in this group.
  • The study concluded that early literacy skills can predict reading comprehension about six months later and highlighted that while reading development in children with ASD shares some similarities with typically developing peers, there are notable differences in skill variability.

Article Abstract

Relationships between early literacy measures (i.e., curriculum-based measurement) and advanced literacy measures (i.e., reading comprehension) were examined in young children with autism spectrum disorders (ASDs). Participants in this study were 167 children between the ages of 4 and 7 years ( = 5 years 8 months), who were assessed at 2 time points during 1 school year. Results indicated that, compared to other measures of early literacy skills, curriculum-based measurements (CBMs) accurately assessed skills in students with ASD. Furthermore, early literacy skills predicted reading comprehension approximately six months later in this sample. The reading development of children with ASD compared to typically developing children appears to be similar in the predictive capacity of decoding skills on later reading skills and dissimilar in the variability and range of skills. CBM tools can provide educators with information about the early reading skills of children with ASD to help address reading and language difficulties seen in this population. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

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Source
http://dx.doi.org/10.1037/spq0000277DOI Listing

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