Natural emergent literacy supports for preschoolers with autism and severe communication impairments

Print materials, experiences, and writing technologies were introduced into a preschool classroom for children with autism spectrum disorders, including three 3-year-olds with severe communication impairments. The goal was to increase natural literacy learning opportunities and to explore the effects on children's emergent literacy behaviors and understandings. Findings suggest that the children found the materials and experiences interesting and that their understanding and use of print materials and tools increased in sophistication.