Author
Abstract
Objectives
The variability in patterns of acquisition of literacy and numeracy skills in young children with autism spectrum disorder (ASD) is currently not well understood. In the present study, we investigated these skills in cognitively able children with ASD ages 7–12 years.
Methods
Using independent samples t test, we compared autistic children’s scores on word reading, spelling, and numerical operations with those of typically developing children in the same age group. A paired-samples t test was used to assess whether reading, spelling, and numerical operations scores were comparable within the ASD group. Finally, we tested whether verbal IQ mediated the effect of diagnostic status on these scores.
Results
The main findings of the study are that autistic children had worse scores on numerical operations than the control group (t(54.112) = − 3.326, p = .002, d = − .314), but the groups’ scores were similar in word reading and spelling. The autistic children had significantly better scores on word reading and spelling than on numerical operations. All scores of autistic children were positively associated with their verbal IQ scores. Verbal IQ mediated the effect of diagnostic status on all outcome variables.
Conclusion
These findings extend current understanding of patterns of acquisition of literacy and numeracy skills in young children with ASD, suggesting a critical role of verbal abilities in the acquisition of numerical skills.