Bean et al.(3232 Bean AF, Perez BI, Dynia JM, Kaderavek JN, Justice LM. Book-reading engagement in children with autism and language impairment: associations with emergent-literacy skills. J Autism Dev Disord. 2020;50(3):1018-30. http://doi.org/10.1007/s10803-019-04306-4. PMid:31858321. http://doi.org/10.1007/s10803-019-04306-...
) |
Randomized Clinical Trial (secondary analysis) |
Autism (n = 22); Developmental language disorder (DLD; n = 23); Typical development (TD; n = 58) = 103 |
Subtest of the Test of Preschool Early Literacy (TOPEL)(3333 Lonigan CJ, Wagner RK, Torgesen JK, Rashotte CA. Test of preschool early literacy. Austin: Pro-Ed; 2007.) |
Shared reading |
Guidance for reading books correlated significantly with gains in knowledge of phonological awareness |
Children with ASD showed less orientation towards book reading than their DLD and TD peers. Reading orientation had a critical role in the development of preschool early literacy skills. |
Gasamis(3434 Gasamis CT. Tutor language use during interactive book reading sessions [dissertation]. Seattle: University of Washington; 2018.) |
Randomized Clinical Trial |
41 preschoolers |
Subtest of the Test of Preschool Early Literacy (TOPEL)(3333 Lonigan CJ, Wagner RK, Torgesen JK, Rashotte CA. Test of preschool early literacy. Austin: Pro-Ed; 2007.) |
Interactive book reading |
Gains in phonological awareness |
Changes took place in PA from pre- to post-test, but children who had greater PA in the pre-test had less gain in the post-test because they had already developed the skills under study. |
Heimann et al.(3535 Heimann M, Nelson KE, Tjus T, Gillberg C. Increasing reading and communication skills in children with autism through an interactive multimedia computer program. J Autism Dev Disord. 1995;25(5):459-80. http://doi.org/10.1007/BF02178294. PMid:8567593. http://doi.org/10.1007/BF02178294...
) |
Nonrandomized Clinical Trial |
30 children (11 with ASD, 9 with mixed disabilities, 10 neurotypic) |
Swedish instrument(3636 Tournées, M., Taube, IC, & Lundberg, I. Fonologisk medvetenhet. Handledning f6r kartliiggning och utveclding. Stockholm: Psykologif6daget; 1984. In Swedish.) |
Alpha Program |
Gains in phonological awareness in the training period |
The gain was not consolidated for children with ASD as there was a decline after the training period. |
Hudson et al.(3737 Hudson RF, Sanders EA, Greenway R, Xie S, Smith M, Gasamis C, et al. Effects of emergent literacy interventions for preschoolers with Autism Spectrum Disorder. Except Child. 2017;84(1):55-75. http://doi.org/10.1177/0014402917705855. PMid:29773920. http://doi.org/10.1177/0014402917705855...
) |
Randomized Clinical Trial |
47 (IBR), 42 (PA), and 44 (BAU) = 133 |
Subtest of the Test of Preschool Early Literacy (TOPEL)(3333 Lonigan CJ, Wagner RK, Torgesen JK, Rashotte CA. Test of preschool early literacy. Austin: Pro-Ed; 2007.) |
Interactive book reading |
Interactive book reading showed no response in PA |
Only the intervention that focused on PA showed effect on this parameter. |
Kimhi et al.(3838 Kimhi Y, Achtarzad M, Tubul-Lavy G. Emergent literacy skills for five kindergartners with autism spectrum disorder: a pilot study. J Res Spec Educ Needs. 2017;18(3):211-21. http://doi.org/10.1111/1471-3802.12406. http://doi.org/10.1111/1471-3802.12406...
) |
Nonrandomized Clinical Trial |
5 participants (4 boys and 1 girl) |
Naming of Hebrew letters and letter sounds to assess the understanding of grapheme-phoneme relationships, supported by an alphabet ruler showing consecutive letters |
Shared reading |
After the intervention, 3 children acquired grapheme-phoneme knowledge and knowledge of the complete alphabet |
Significant effect on phonological awareness. |
Nally(3939 Nally A. An investigation of reading abilities and the impact of programmed instruction on reading outcomes in children with autism spectrum disorder. Dublin: Trinity College Dublin; 2018.) |
Randomized Clinical Trial (control group) |
The final sample included 26 participants, divided between control and experimental groups by ASD severity |
Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next)(4040 Good RH, Kaminski RA. Dynamic indicator of basic early literacy skills [Internet]. 6th ed. New Milford: Institute for the Development of Educational Achievement; 2002 [cited 2021 Aug 4]. Available from: http://dibels.uoregon.edu/ http://dibels.uoregon.edu/...
,4141 Good RH, Kaminski RA, Cummings K, Dufour-Martel C, Petersen K, Powell-Smith K, et al. DIBELs next assessment manual. Eugene: Dynamic Measurement Group; 2011.) |
Interactive reading - virtual program |
Gains in phonological awareness and target sound |
With the Headsprout® program, participants showed greater overall gains, more specifically in phonological awareness and target sound. |
Pamparo(4242 Pamparo V. The effect of dialogic reading on early literacy outcomes for children with autism spectrum disorders [dissertation]. Seattle: University of Washington; 2012.) |
Nonrandomized Clinical Trial |
14 students |
Subtest of the Test of Preschool Early Literacy (TOPEL)(3333 Lonigan CJ, Wagner RK, Torgesen JK, Rashotte CA. Test of preschool early literacy. Austin: Pro-Ed; 2007.) |
Dialogic reading |
Students’ knowledge about phonological awareness did not differ between pre-test, post-test, and follow-up |
Dialogic reading may have not been effective in improving students’ phonological awareness skills due to the lack of interactions focusing on phonology. |
Tjus et al.(4343 Tjus T, Heimann M, Nelson KE. Gains in literacy through the use of a specially developed multimedia computer strategy: positive findings from 13 children with autism. Autism. 1998;2(2):139-56. http://doi.org/10.1177/1362361398022003. http://doi.org/10.1177/1362361398022003...
) |
Nonrandomized Clinical Trial |
30 children with ASD |
Swedish instrument(3636 Tournées, M., Taube, IC, & Lundberg, I. Fonologisk medvetenhet. Handledning f6r kartliiggning och utveclding. Stockholm: Psykologif6daget; 1984. In Swedish.) |
Multimedia program for sentence construction with 10 lessons |
Highly experienced gains were observed for both reading and phonological during the treatment phase. |
The intervention had side effects for the gain in reading level, response speed with conscious and phonological sentences. |