Abstract

Little is known about the early literacy development of girls later diagnosed with autism spectrum disorder (ASD) or autism traits. In this study, parents of 21 girls later diagnosed with ASD or as having significant ASD traits were each interviewed about their daughter's early literacy development. In general, findings indicated that parents reported their daughters' early success with word level reading. Initially, parents conflated that one area of reading success to also indicate an overall accomplishment in broad reading skills. Findings also indicated that parents simultaneously acknowledged successful word level reading, yet over time noted specific challenges in early literacy domains such as speaking, listening, writing, and reading comprehension. Implications for practice and directions for future research are discussed.

Degree

MS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2021-06-18

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd12401

Keywords

females, autism, parent perceptions, early literacy development

Language

english

Included in

Counseling Commons

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