Little is known about the early literacy development of girls later diagnosed with autism spectrum disorder (ASD) or autism traits. In this study, parents of 21 girls later diagnosed with ASD or as having significant ASD traits were each interviewed about their daughter's early literacy development. In general, findings indicated that parents reported their daughters' early success with word level reading. Initially, parents conflated that one area of reading success to also indicate an overall accomplishment in broad reading skills. Findings also indicated that parents simultaneously acknowledged successful word level reading, yet over time noted specific challenges in early literacy domains such as speaking, listening, writing, and reading comprehension. Implications for practice and directions for future research are discussed.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-10579 |
| Date | 18 June 2021 |
| Creators | Yaccarino, Christine Marie |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | https://lib.byu.edu/about/copyright/ |
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