ERIC Number: EJ1050972
Record Type: Journal
Publication Date: 2015-Feb
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1362-3613
EISSN: N/A
Reading and Math Achievement Profiles and Longitudinal Growth Trajectories of Children with an Autism Spectrum Disorder
Wei, Xin; Christiano, Elizabeth R. A.; Yu, Jennifer W.; Wagner, Mary; Spiker, Donna
Autism: The International Journal of Research and Practice, v19 n2 p200-210 Feb 2015
This study examined the reading and math achievement profiles and longitudinal growth trajectories of a nationally representative sample of children ages 6 through 9 with an autism spectrum disorder. Four distinct achievement profiles were identified: higher-achieving (39%), hyperlexia (9%), hypercalculia (20%) and lower-achieving (32%). Children with hypercalculia and lower-achieving profiles were more likely to be from low socioeconomic families and had lower functional cognitive skills than the higher-achieving profile. All four profiles lost ground in passage comprehension over time. Slower improvement occurred for the higher-achieving group on letter-word identification, the hyperlexia group on conversation abilities and the hypercalculia group on calculation and functional cognitive skills relative to the lower-achieving group.
Descriptors: Reading Achievement, Mathematics Achievement, Autism, Pervasive Developmental Disorders, Learning Disabilities, High Achievement, Low Achievement, Socioeconomic Status, Low Income Groups, Cognitive Ability, Student Characteristics, Reading Comprehension, Word Recognition, Hierarchical Linear Modeling, Special Education, Parents, Likert Scales, Statistical Analysis
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation; Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Social Skills Rating System; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R324A120012; HRD -1130088