Investigation of Early Literacy Skills in Children on the Autism Spectrum: The Case of Turkish-Speaking Children.

Researchers compared reading readiness skills in 30 autistic children and 31 typically developing children who had similar language understanding levels. They found that autistic children were better at recognizing letters but had more difficulty with sound awareness and vocabulary. Both groups had similar reading support at home. The study showed that thinking skills predicted letter recognition, while language abilities and memory predicted vocabulary and sound skills in autistic children.

This comparative study examined early literacy skills and home literacy environments in 30 Turkish-speaking autistic children and 31 typically developing children matched for receptive language age. The research found that autistic children demonstrated superior letter knowledge but significantly lower phonological awareness and vocabulary compared to their typically developing peers. Home literacy environments showed no significant differences between groups. Predictive analyses revealed that nonverbal cognitive ability predicted letter knowledge performance, while language skills and working memory predicted both vocabulary and phonological awareness outcomes in autistic children.

These findings highlight distinct literacy learning profiles in autism spectrum conditions.

Results suggest autistic children may benefit from literacy interventions that build on visual-symbolic strengths while providing targeted support for phonological awareness and vocabulary development. Assessment should include nonverbal cognitive abilities and working memory to inform individualized intervention planning.

Small sample size (n=61 total) limits generalizability. Study focused on Turkish-speaking children only, which may not apply to other languages. Cross-sectional design prevents understanding of developmental trajectories. Unknown study methodology limits interpretation of findings quality.

In this study, we aimed to compare the early literacy skills and home literacy environment (HLE) of children on the autism spectrum and typically developing (TD) children, and to determine the predictors of early literacy skills in children on the autism spectrum. The sample in this study consisted of 30 children on the autism spectrum and 31 TD children whose receptive language ages were matched. Results indicated that children on the autism spectrum had significantly higher letter knowledge and significantly lower phonological awareness and vocabulary compared with TD children. No significant difference was found between the groups in terms of the HLE.

Moreover, nonverbal cognitive ability predicted letter knowledge, and language and working memory predicted both vocabulary and phonological awareness.