Parent perceptions of literacy learning of their young children on the autism spectrum in their first year of schooling

Abstract

Many children on the autism spectrum struggle in their reading development. This study investigated parents’ views of challenges and facilitators to literacy learning at home and at school in children on the autism spectrum who were in their first year of schooling. Thematic analysis of semi-structured interviews with 37 parents revealed parents’ in-depth knowledge of their child’s strengths and interests, which they utilised to engage their child in literacy learning activities at home. Parents raised concerns about the support their children were receiving at school, with many describing challenges with teacher understanding of autism spectrum disorders, limited adaptation of the curriculum to suit the child’s learning needs and poor communication between school and home. The study challenges schools and educators to review and refine current practices to ensure individualised, learner-focused and inclusive pedagogies and practices to better support children on the autism spectrum.

Code-related literacy profiles of kindergarten students with autism

“…Previous research has postulated that autistic symptom severity may be linked to literacy progress (Estes et al, 2011; Jones et al, 2009; McIntyre et al, 2017; Norbury & Nation, 2011; Ricketts et al, 2013), and it could be that children with more severe symptomatology or impaired cognitive abilities are showing delayed early literacy skills. In addition, it is important to understand influences such as the home literacy environment or how school-based instruction is conducted (O’Leary et al, 2019).…”

Observing the classroom literacy environment of children on the autism spectrum in specialist classrooms

“…This is of major concern, as literacy levels are recognised as having a crucial influence upon quality of life (Kaderavek & Rabidoux, 2004) and health outcomes across the lifespan (Rajda & George, 2009;Saha, 2006). The quality of literacy learning experiences and classroom environments during the early years of schooling can critically influence literacy development (Early et al, 2007;Guo et al, 2012) and literacy outcomes for all children, especially those on the autism spectrum (Browder et al, 2009;Clifton et al, 2017;O'Leary et al, 2019). Although previous research has investigated the quality of classroom literacy environments in inclusive settings, the current study addresses a gap in knowledge by examining the classroom literacy environment in specialist classrooms catering specifically for children on the spectrum.…”