Predicting literacy in children with a high-functioning autism spectrum disorder

• The variables typically associated with decoding success (e.g. FSIQ and phonological processing) do not differ significantly from those of TD peers.
• Reading comprehension is associated with cognition and syntax as per the TD population but not semantics or pragmatics.
• HFASD children may be less successful than TD peers at utilizing a combined bottom-up and top-down approach to reading.
• HFASD children may be more focused on decoding whilst TD peers are simultaneously decoding and comprehending what they read.
• Reading ability is heterogeneous in young HFASD children thus phonological processing, oral language, and literacy should be routinely screened to ensure that any weaknesses are identified and early intervention provided.

The most commonly reported reading profile for children with a high-functioning autism spectrum disorder (HFASD) is one of intact decoding combined with reduced reading comprehension. Whether or not the variables that predict decoding and reading comprehension for children with a HFASD are exactly the same as those identified for a non-ASD population is unknown. Therefore, the ability of cognition, phonological processing, oral language, and vision to predict decoding and reading comprehension was investigated. Regression analysis revealed that cognition, phonological processing, and syntax predicted decoding and reading comprehension for the HFASD and non-ASD groups. One notable difference was that semantics predicted literacy for the non-ASD children but not their HFASD peers.