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Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers.

A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills...

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Published in:Journal of Autism & Developmental Disorders Vol. 51; no. 5; pp. 1598 - 1613
Main Authors: Macdonald, Dianne, Luk, Gigi, Quintin, Eve-Marie
Format: research tables/charts Journal Article
Published: Springer Nature May2021
Online Access:View this record in EBSCOhost
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      dt: May2021
      vid: 51
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      pub: Springer Nature
      place: New York, New York
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        10.1007/s10803-020-04628-8
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      tig:
        atl: Early Word Reading of Preschoolers with ASD, Both With and Without Hyperlexia, Compared to Typically Developing Preschoolers.
      aug:
        au:
          Macdonald, Dianne
          Luk, Gigi
          Quintin, Eve-Marie
        affil: Department of Educational and Counselling Psychology, McGill University, 3700 McTavish Street, Montréal, QC, Canada
      sug:
        subj:
          Autism Spectrum Disorder In Infancy and Childhood
          Reading Disorders In Infancy and Childhood
          Reading In Infancy and Childhood
          Students, Elementary
          Language Processing In Infancy and Childhood
          Human
          Male
          Female
          Child, Preschool
          Descriptive Statistics
          Data Analysis Software
          Analysis of Variance
          Chi Square Test
          Kruskal-Wallis Test
          Post Hoc Analysis
          Child, Preschool: 2-5 years
          Male
          Female
      ab: A portion of children with Autism Spectrum Disorder (ASD) exhibit a strength in early word reading referred to as hyperlexia (HPL), yet it remains unclear what mechanisms underlie this strength. Typically developing children (TD) acquire phonological awareness, alphabet knowledge and language skills as precursors to word reading. We compared these skills across English-speaking preschoolers with ASD, both with and without hyperlexia, and TD preschoolers. Findings indicated that the group with both ASD and HPL (ASD + HPL) exhibited advanced word reading and letter naming skills as compared to the other two groups, but did not demonstrate commensurate phonological awareness, letter-sound correspondence, or language skills. Findings support an alternative, non-phonological approach to early word reading in preschoolers with ASD and hyperlexia.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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