%0 Journal Article
%T Current profiles and early predictors of reading skills in school
%A Carmela Miniscalco
%A Christopher Gillberg
%A Courtenay Norbury
%A Emilia Carlsson
%A Jakob £¿sberg Johnels
%J Autism
%@ 1461-7005
%D 2019
%R 10.1177/1362361318811153
%X This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3£¿years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8£¿years, reading, language and cognition were assessed. Approximately half of the sample (n£¿=£¿25) were ¡®poor readers¡¯ at age 8£¿years, meaning that they scored below the normal range on tests of single word reading and reading comprehension. And 18 were ¡®skilled readers¡¯ performing above cut-offs. The final subgroup (n = 10) presented with a ¡®hyperlexic/poor comprehenders¡¯ profile of normal word reading, but poor reading comprehension. The ¡®poor readers¡¯ scored low on all assessments, as well as showing more severe autistic behaviours than ¡®skilled readers¡¯. Group differences between ¡®skilled readers¡¯ and ¡®hyperlexics/poor comprehenders¡¯ were more subtle: these subgroups did not differ on autistic severity, phonological processing or non-verbal intelligence quotient, but the ¡®hyperlexics/poor comprehenders¡¯ scored significantly lower on tests of oral language. When data from age 3 were considered, no differences were seen between the subgroups in social skills, autistic severity or intelligence quotient. Importantly, however, it was possible to identify oral language weaknesses in those that 5£¿years later presented as ¡®poor readers¡¯ or ¡®hyperlexics¡¯
%K autism spectrum disorders
%K communication and language
%K literacy
%K longitudinal
%K reading
%K school-age children
%U https://journals.sagepub.com/doi/full/10.1177/1362361318811153