Predicting reading comprehension in young children with autism spectrum disorder.

Knight, Erin; Blacher, Jan; Eisenhower, Abbey

doi:10.1037/spq0000277

Cited by 14 publications

(14 citation statements)

References 37 publications

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“…In a substantial proportion of cases, this sequence is coupled with an early interest in written code, with decoding skills superior to comprehension in the hyperlexic period. In most cases, it predicts catching up in reading comprehension after five years of age [99]. The nature of the oral utterances or reading prerequisites that the child demonstrates during this sequence supports the idea that oral and written language are not primarily learned in a communicative way in autism.…”

Section: Atypical Language Progressionsupporting

confidence: 54%

In Prototypical Autism, the Genetic Ability to Learn Language is Triggered by Structured Information, not Only by Exposure to Oral Language

Mottron¹,

Ostrolenk²,

Gagnon³

2021

Preprint

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What does the way autistics bypass, learn, and eventually master language tell us about humans’ genetically encoded linguistic ability? In this theoretical review, we argue that autistic non-social acquisition of language, as well as autistic savant abilities, provide a strong argument for an innate, human-specific orientation toward (and mastery of) complex embedded structures. Autistic non-social language learning may represent a widening of the material processed during development beyond oral language. Structure detection and manipulation and generative production of non-linguistic embedded and chained material (savant abilities in calendar calculation, musical composition and interpretation, three-dimensional drawing) may thus represent an application of such innate mechanisms to non-standard materials. Typical language learning through exposure to the child’s mother tongue may represent but one of many possible achievements of the same capacity. The deviation from typical language development in autism may ultimately allow access to oral language, sometimes in its most elaborate forms, but also explains the possibility of the absence of its development when applied exclusively to non-linguistic structured material. Such an extension of human capacities beyond, or in parallel to, their usual limits call into question what we consider to be specific or expected in humans and, therefore, does not necessarily represent a genetic “error”. Regardless of the adaptive success or failure of non-social language learning, it is up to science and ethical principles to strive to maintain autism as a human potentiality to further foster our vision of a plural society.

show abstract

Section: Atypical Language Progressionsupporting

confidence: 54%

In Prototypical Autism, the Genetic Ability to Learn Language is Triggered by Structured Information, not Only by Exposure to Oral Language

Mottron¹,

Ostrolenk²,

Gagnon³

2021

Preprint

View full text Add to dashboard Cite

show abstract

“…In a substantial proportion of cases, this sequence is coupled with an early interest in written code with decoding skills superior to comprehension in the hyperlexic period. In most cases, it predicts the catching-up in reading comprehension after five years of age [98]. The nature of the oral utterances or reading prerequisites that a child demonstrates during this sequence supports the idea that oral and written language are not primarily learned in a communicative way in autism.…”

Section: Atypical Language Progressionmentioning

confidence: 54%

In Prototypical Autism, the Genetic Ability to Learn Language Is Triggered by Structured Information, Not Only by Exposure to Oral Language

Mottron

Ostrolenk

Gagnon

2021

Genes

View full text Add to dashboard Cite

What does the way that autistic individuals bypass, learn, and eventually master language tell us about humans’ genetically encoded linguistic ability? In this theoretical review, we argue that autistic non-social acquisition of language and autistic savant abilities provide a strong argument for an innate, human-specific orientation towards (and mastery of) complex embedded structures. Autistic non-social language learning may represent a widening of the material processed during development beyond oral language. The structure detection and manipulation and generative production of non-linguistic embedded and chained material (savant abilities in calendar calculation, musical composition, musical interpretation, and three-dimensional drawing) may thus represent an application of such innate mechanisms to non-standard materials. Typical language learning through exposure to the child’s mother tongue may represent but one of many possible achievements of the same capacity. The deviation from typical language development in autism may ultimately allow access to oral language, sometimes in its most elaborate forms, and also explain the possibility of the absence of its development when applied exclusively to non-linguistic structured material. Such an extension of human capacities beyond or in parallel to their usual limits call into question what we consider to be specific or expected in humans and therefore does not necessarily represent a genetic “error”. Regardless of the adaptive success or failure of non-social language learning, it is the duty of science and ethical principles to strive to maintain autism as a human potentiality to further foster our vision of a plural society.

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“…Increased hyperlexic traits were also associated with more other-directed behaviors in social interaction and imagination in the ADOS as well as better imitation skills in the PEP-3. The ASD+eHPL group had a higher hyperlexic trait score than the age-matched TD group, confirming that early literacy-related interest and ability occurs primarily in ASD compared to typical development [ 31 , 32 ].…”

Section: Discussionmentioning

confidence: 90%

“…Letter identification appears to be a prerequisite to this principle and is a key skill in inducing subsequent word decoding. Regarding the emergence of letter naming, it has been shown that children with ASD between 4 and 7 years old tend to name more letters than their TD peers at the same age [ 31 , 32 ], but this gap disappears around first grade [ 31 ]. Furthermore, children with ASD and hyperlexia have better letter naming skills than their ASD as well as TD peers [ 33 ].…”

Section: Introductionmentioning

confidence: 99%

Measuring the Emergence of Specific Abilities in Young Children with Autism Spectrum Disorders: The Example of Early Hyperlexic Traits

et al. 2021

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The presence of a restricted interest in written materials, including an early ability to name and recognize letters and numbers, is regularly reported in preschoolers with autism spectrum disorders (ASDs). There is, however, scarce information on this early ability akin to emerging hyperlexic traits in preschoolers with ASD younger than 3 years old. Here, we defined a measure of early naming and recognition of letters and numbers in 155 preschoolers with ASD using a sliding window approach combined with a 90th percentile threshold criterion, and subsequently compared the profiles of children with ASD with and without early hyperlexic traits. Using this measure, we found that 9% of children with ASD showed early hyperlexic traits. The early ability to name and recognize letters and numbers was associated with a higher level of restricted and repetitive behaviors yet more social-oriented behaviors at baseline and with better expressive and written communication at baseline and one year later. This study contributes to a better definition of the profile of children with ASD with an early ability in letters and numbers akin to emerging hyperlexic traits, a skill that is associated with promising social strengths and language abilities in this subgroup of children.

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Predicting reading comprehension in young children with autism spectrum disorder.

Cited by 14 publications

References 37 publications

In Prototypical Autism, the Genetic Ability to Learn Language is Triggered by Structured Information, not Only by Exposure to Oral Language

In Prototypical Autism, the Genetic Ability to Learn Language is Triggered by Structured Information, not Only by Exposure to Oral Language

In Prototypical Autism, the Genetic Ability to Learn Language Is Triggered by Structured Information, Not Only by Exposure to Oral Language

Measuring the Emergence of Specific Abilities in Young Children with Autism Spectrum Disorders: The Example of Early Hyperlexic Traits

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