Children with Autism Spectrum Disorder who had not received formal reading instruction were capable of improving word recognition ability in preparation for future reading¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The study concluded that children with ASD without formal reading instruction can improve word recognition ability through phonological awareness instruction. → Mohammed 2012

Evidence¶

Mohammed 2012¶

Mohammed, A. A., & Mostafa, A. A. (2012). Effectiveness of a Phonological Awareness Training Intervention on Word recognition ability of Children with Autism Spectrum Disorder. International Journal of Psycho-Educational Sciences, 1(1). https://eric.ed.gov/?id=ED579061

q2 · i? · causal · r2

Authors' interpretation in the discussion section, stating the study's contribution that children with ASD without formal reading instruction improved word recognition ability. This is the authors' stated interpretation rather than an additional tested result.

"Second, the results of this study indicated that children with autism Spectrum Disorder and had not received any formal reading instruction are capable of improving their Word Recognition Ability in preparation for their future reading."

Discussion¶

Learner Variables¶

• Autism Spectrum Disorder — predictor: learners who differ on it differ in outcomes
• Decoding — outcome: instruction changes it
• Reading and Language — outcome: instruction changes it

Related Claims¶

• A 5-week phonological awareness training program significantly improves word recognition ability in children with Autism Spectrum Disorder compared to no training — related
• Word recognition gains from phonological awareness training were maintained at one-month follow-up with no significant decline from post-test — related