Exploring Language Abilities and Emerging Literacy in Hebrew-Speaking Preschoolers with ASD: A Pilot Study

Abstract

We investigated the linguistic abilities and emerging literacy skills of children with Autism Spectrum Disorders (ASD) compared to children with Typical Development (TD), along with exploring the relationship between these domains. Forty children (20-ASD, 20-TD) participated in the study. Statistical analyses revealed significant differences between ASD and TD groups in syntax and semantics, TD children demonstrated higher proficiency despite being younger. No significant-differences were found in phonological production abilities. Regarding emerging literacy skills, children with ASD exhibited higher proficiency in letter identification compared to typically developing children, while no significant differences were observed in phonological awareness and print-awareness. Distinct patterns of relationships emerged between language abilities and emerging literacy skills in ASD and TD groups. Limitations include small sample size and task sensitivity issues, suggesting avenues for future research to provide a more nuanced understanding of linguistic-abilities and literacy connections in children with ASD.