The study find that the Children with autism may be good at reading a text one word at a time; but simultaneously have problems in understanding and retelling the content of what they read. Because Research now shows the importance; for these children; of extensive language assessment and follow-up over time. A child (plural: children) is a human being between the stages of birth and puberty.

Affected by a specific time

The legal definition of “child” generally refers to a minor; otherwise know as a person younger than the age of majority. “Child” may also describe a relationship with a parent or authority figure; or signify group membership in a clan, tribe, or religion; it can also signify being strongly affect by a specific time, place, or circumstance, as in “a child of nature” or “a child of the Sixties.”

“It’s usually a deviant language development that parents worry about first;” says Emilia Carlsson, Ph.D. at Sahlgrenska Academy; University of Gothenburg, and a licensed and registered speech and language pathologist at the Gillberg Neuropsychiatry Centre in Gothenburg.

The age of majority

For her thesis, she studied language ability in children with autism. She started with a large group; identify through screening at child health centers, who had already been diagnose by two and a half years of age. Of these, 85 children are follow up by speech and language pathologists at age seven or eight. In parallel; a control group of more than 100 children without autism are recruit at preschool and compulsory school.

Some children with autism are adept at single-word reading but had difficulty in understanding the text, which might result in others overestimating their reading ability. The results also shows that the children with autism found narration difficult. Their retellings were shorter and less complex; compare not only with their peers but also with younger children without autism who were otherwise at the same language level.

The children with autism

Ability to retell a story prove to be link to both language proficiency and visual, nonverbal ability. The latter was tested by asking the children to arrange pictures in the right order to create a logical sequence of events. Carlsson’s research showed an association between early language ability and subsequent reading skill.

Children with autism who could read well at age eight had already shown superior linguistic ability at age three, while the older children who had problems with reading had experienced more severe early language difficulties as well. Undergoing comprehensive language assessment and also being followed up by speech and language pathologists over time may therefore be describe as key elements in the care and nurture of children with autism.