Enriching literacy approaches for children with Autism Spectrum Disorder (ASD) with elements of Multiliteracies
Published:
Sep 24, 2024
Keywords:
literacy simple view of reading word reading reading comprehension spelling multiliteracy multimodal skills autism spectrum disorder
Abstract
Literacy refers to an individual's overall ability to read, write, and comprehend written language. Literacy skills include letter recognition, understanding the meaning of words and sentences, composing accurate sentences and paragraphs, as well as the ability to communicate with others through written language. The development of literacy skills is an important area of study, as it helps individuals function independently in educational, professional, and personal contexts.
Research on children with Autism Spectrum Disorder (ASD) has highlighted the significant heterogeneity observed in their literacy skills, just as their linguistic and cognitive abilities vary. Regarding their reading abilities, children with ASD may face significant challenges and difficulties, especially those with low linguistic abilities. However, there are also studies that do not identify difficulties in the reading ability of children on the spectrum, but rather highlight poor reading comprehension. Similarly, children with ASD often exhibit a range of different abilities in spelling, as some children demonstrate age-appropriate skills, while others struggle with spelling.
The aim of this paper is to describe the diversity in the literacy skills of children on the spectrum, presenting contemporary research data and providing possible interpretations for these conflicting findings. In terms of practical implications, it is important to understand why some children with ASD achieve good literacy skills while others face serious difficulties, in order to provide appropriate intervention and support to ensure that all children reach their full potential.
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Papoulidi, A. (2024). Enriching literacy approaches for children with Autism Spectrum Disorder (ASD) with elements of Multiliteracies. Hellenic Journal of Research in Education, 13(2), 92–108. https://doi.org/10.12681/hjre.37314
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