Longitudinal Study on Reading, Writing, Social, and Cognitive Development of Young Children with Autism Spectrum Disorder

Previous research findings motivate the development of effective reading interventions for students in mid-elementary school through adolescence, but less is known about the early development of reading and emergent literacy and how they relate to social communication, cognition, executive function, and long-term reading comprehension and writing outcomes to fully inform the development of early and preventative reading and writing interventions for younger students with autism spectrum disorder (ASD). This exploratory study uses primary data collection to investigate the longitudinal development of 100 students with ASD and 100 typically developing students between the ages of 4 and 8 in their development of reading, writing, social communication, social cognition, attention and processing skills. Findings will provide more refined guidance for early instruction and intervention development designed to address the specific academic and social developmental needs of students with ASD in both preschool and the primary grades.

We are currently recruiting families with children with or without ASD to participate in this research. Please see flier below, and please contact us for more information.