The Literacy Experiences of Caregivers of Preschool Aged Children on the Autism Spectrum with Minimal Speech

Abstract

Children on the autism spectrum demonstrate lower emergent literacy skills than neurotypical peers (Dynia et al., 2014). Low literacy levels for those with an autism diagnosis can lead to barriers in access to employment, education, social relationships, and independence in adulthood (Howlin et al., 2008). However, there is limited information on what serves as facilitative or unsupportive strategies during the emergent literacy experiences of young children on the autism spectrum with minimal speech, and how these factors can be considered to increase literacy abilities. The current qualitative study used semi-structured interviews with caregivers of young children on the autism spectrum with minimal speech. The goal of the study was to collect formative data regarding how children ages 2 to 5 on the autism spectrum interact with literacy materials and how factors at the individual, family, and community level can serve as barriers or supports. Results of the study suggest that these children engage with a variety of literacy materials in diverse ways, settings, and communication partners. Additionally, results highlighted various supports and barriers that exist both internally and externally to the child that may impact their participation in literacy activities.