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Communication Disorders Quarterly
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Article

Phonological Awareness and Word Recognition in Reading in Children With Autism

Cheryl Smith Gabig*

* To whom correspondence should be addressed. E-mail: cheryl.gabig{at}lehman.cuny.edu.


  Abstract
This research examined phonological awareness (PA) and single word reading in 14 school-age children with autism and 10 age-matched, typically developing (TD) children between 5-7 years. Two measures of PA, an elision task (ELI) and a sound blending task (BLW), were given along with two measures of single word reading, word identification for real words (WID) and phonetic decoding of nonwords (WATTK). Group differences were found for performance on PA tasks but no group differences were found for WID or WATTK. All the children with autism scored within the average range on WID and WATTK, although a statistical bias was noted for WID. No relationship was found between PA and measures of word reading in children with autism. Children with autism have adequate ability in single word reading but below average PA. Word reading does not appear to be related to PA for some of the children with autism

First published on January 7, 2009
Communication Disorders Quarterly 2009, doi:10.1177/1525740108328410
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