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Reading Ability Progression in Autistic Children: Literature Review Kyra Keyes PSYC-FPX4310 Capella University April 2024

Reading Ability Progression in Autistic Children: Literature Review Studying the impacts of Autism falls under the field of behavioral neuroscience, which is a psychology branch that studies the connections between the brain and behavior (Garrett & Hough, 2021). Autism Spectrum Disorder is categorized into the field of behavioral neuroscience because of its compromising characteristics of neurodevelopment amongst individuals as it impacts gross and fine motor activities, as well as communication, comprehension skills, reading, and even daily living skills including hygienic practices (Autism Spectrum Disorder , 2019). This essay will explore the correlation between the eye structure and vision with the reading ability progression in autistic children and their learning and memory. Autism inhibits the individual’s learning and memory abilities. Some individuals who are diagnosed with ASD, are also diagnosed with other disabilities that impact their eyesight such as a form of astigmatism. The primary sources of this essay are peer reviewed journal articles that studied autistic children’s reading ability. The journal articles were found through the Capella University library which locates sources by using the Summon database. Articles were also gathered from searches on Google Scholar. The search criteria consisted of several phrases including, “reading progression in autistic children”, “autism and memory”, and “autism and sight disorders”. Articles that were older than 10 years old were excluded from the search in order to ensure the most recent information and research studies. Theories According to De Jager & Condy, through the evidence of several studies, global information processing and weak central coherence have been revealed to be two recurrent characteristic

deficits amongst children with autism spectrum disorder (2020). With global processing, those with ASD fixate on the minor details which creates challenges with comprehending larger context (Ellis et al., 2016). Theory of Weak Central Coherence (WCC) indicates that autistic children experience challenges with multiple literacy skills including summarizing the main idea of a text and text comprehension. The early development of WCC theory hypothesized that contextual integration would negatively impact language comprehension. It has since been found that WCC in those with ASD has been found to be applicable to a variety of areas such as visual, non-speech auditory, language processing (Ellis et al., 2016). Theory of Mind, also known as, “social understanding”, is the ability to provide meaning to various mental states including others’ thoughts, emotions, and beliefs (Lecheler et al., 2021). Autistic children’s inability to attribute a false belief to a character in a scenario accompanied the notion that Theory of Mind was a concern or autistic children (Dant, 2015). Theory of Mind is examined in respect to five processes: co-presence, apperception, empathy, the look, and communicative interaction. While there is an advantageous association between social skills and Theory of Mind abilities, unfortunately, there are limited efficient resources available to assist autistic adolescents with Theory of mind, making it difficult to implement in the field (Lecheler et al., 2016). Enhanced Perceptual Functioning Theory of autism is the distinctive pattern of cognitive, behavioral, and neurological performance seen in autism that is caused by improved function and higher independence of auditory and visual perceptual processes (Mukerji et al., 2013). This theory places an emphasis on the importance of perceptual processes in the development of the autistic phenotype as opposed to social or higher order cognitive functions. The abnormal connection between high and low order cognitive processes in autism was caused by the

dominance of perpetual flow of information over higher-order functions which caused perceptual processes to be more challenging to regulate and a greater hindrance to the development of additional behaviors and skills (Mottron et al., 2006). Literature Review Article 1: Hyperlexia in Children with Autism Spectrum Disorder Hyperlexia is a strength in early word reading that is characterized by a spectrum of intellectual functioning from impaired functioning to typical functioning, as well as word identification abilities that are stronger than both reading comprehension and general verbal performance (Macdonald et al., 2020). A research study was completed by Newman et al., to compare the reading skills between hyperlexic autistic children, non-hyperlexic autistic children, and neurotypical children (2006). The researchers hypothesized that autistic children with hyperlexia and neurotypical children would have equal single-word reading abilities to each other but greater to the abilities of the non-hyperlexic autistic children. When 59 participants between the ages of three and nineteen completed a series of subtests to assess various reading skills, the results demonstrated that hyperlexic autistic children had higher scores of single-word reading than the other two groups, disapproving the hypothesis (Newman et al., 2006). Theory The theory that correlates best with this study is Enhanced Perceptual Functioning Theory. Individuals with autism typically have a deficit in social cognitive processes but have strengths in other processes including auditory or in this case with hyperlexia, visual processes. This theory relates to this theory as the children with hyperlexia, strengthened early word reading abilities, scored higher on the reading assessments than those without hyperlexia supporting the

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