Relationships between reading profiles and narrative writing abilities in school-age children with autism spectrum disorder

• Published in: Reading & writing 2020-06, Vol.33 (6), p.1531-1556
• Main Authors: Zajic, Matthew C., Solari, Emily J., Grimm, Ryan P., McIntyre, Nancy S., Mundy, Peter C.
• Format: Article
• Language: English
• Subjects: Autism; Autism Spectrum Disorders; Autistic children; Children; Communication Disorders; Education; Elementary School Students; Intellectual Disability; Language and Literature; Linguistics; Literacy; Narratives; Neurology; Pervasive Developmental Disorders; Profiles; Psycholinguistics; Reading; Reading Comprehension; Reading Difficulties; Reading Skills; Reading Tests; Reading Writing Relationship; Receptive Language; Secondary School Students; Severity (of Disability); Skills; Social Sciences; Writing; Writing (Composition); Writing Ability; Writing Instruction; Writing Skills; Writing Tests
• ISSN: 0922-4777; 1573-0905
• DOI: 10.1007/s11145-020-10015-7

Reading and writing are distinct skill areas that influence each other across development. Children with autism spectrum disorder (ASD) are noted to exhibit challenges in both skill areas, though relatively few studies have examined relationships between reading and writing skills. This study adopted a reading-to-writing framework to examine if school-age children differ in their narrative writing performance based on their categorically heterogeneous, empirically derived latent reading profiles. Sixty-four school-age (10–18 years old) children with ASD without co-occurring intellectual or severe communication difficulties completed a battery of reading and writing assessments, and reading profiles were examined using latent profile analysis with narrative writing skills, ASD symptom severity, and age included as auxiliary outcome variables. Average readers demonstrated significantly higher narrative writing performance compared to Below Average/Intact Receptive Vocabulary , Comprehension Disturbance , and Global Disturbance readers. Subgroups of readers with reading difficulties did not significantly differ on writing outcomes. While findings support that stronger readers appeared to be also stronger writers, questions remain about differences in the writing skills of individuals with ASD with specific or broad reading difficulties. Implications for researchers and practitioners are discussed regarding the need for continued examination into the reading and writing abilities of children with ASD.