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ERIC Number: EJ1208319
Record Type: Journal
Publication Date: 2019-Mar
Pages: 10
Abstractor: As Provided
ISSN: ISSN-2578-4218
Predicting Reading Comprehension in Young Children with Autism Spectrum Disorder
Knight, Erin; Blacher, Jan; Eisenhower, Abbey
School Psychology, v34 n2 p168-177 Mar 2019
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 (M = 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. [For the Grantee Submission, see ED590529.]
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Autism Diagnostic Observation Schedule; Wechsler Preschool and Primary Scale of Intelligence; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R324A110086