Emergent literacy skills and autism: A scoping review of intervention programs

This scoping review summarized the literature on interventions targeting the emergent literacy skills of children on the autism spectrum. Findings across 16 studies highlighted that interventions could be divided into two main categories, namely computer-based interventions and non-computer-based interventions. Overall, results are encouraging and suggest that both intervention modalities can lead to gains in oral and written emergent literacy skills pre to post-intervention for children on the autism spectrum with diverse support needs and developmental profiles. Knowledge gaps and limitations in emergent literacy intervention research for autism include a lack of participant characterization, variable use of emergent literacy terms and measures, and the absence of waitlist comparison groups and follow-up assessments after the end of intervention. Replication studies are needed to gain greater knowledge into evidence-based practice for teaching emergent literacy skills to autistic children. •Interventions can be categorized into computer-based and non-computer-based interventions.•Both intervention modalities lead to gains in oral and written emergent literacy skills.•Autistic children with a wide range of support needs can benefit from interventions.•Studies provide limited characterization of participants.•Phonological terms and measures are used interchangeably in research.