Otizm Spektrum Bozukluğu Olan Bireylerde Erken Okuryazarlık

Abstract

Bu çalışma, OSB olan çocuklarda okuma ve yazma gelişiminin temelini oluşturan erken okuryazarlık becerilerini ele almakta ve bu becerilerin OSB içinde nasıl farklılaştığını güncel araştırmalar doğrultusunda tartışmaktadır. Erken okuryazarlık; sesbilgisel farkındalık, harf bilgisi, yazı farkındalığı, sözcük bilgisi ve dinlediğini anlama gibi okuma ve yazma öğretimi başlamadan önce gelişen temel becerileri kapsamaktadır. Alanyazındaki bulgular, OSB olan çocukların bu becerilere ilişkin performanslarının tek bir örüntü izlemediğini, özellikle harf bilgisi ve kod çözme gibi çözümleme temelli alanlarda daha güçlü bir eğilim görülürken, sözcük bilgisi ve dinlediğini anlama gibi anlam temelli süreçlerde daha belirgin güçlükler yaşandığını göstermektedir. Bu durumun ortak dikkat, sosyal iletişim özellikleri, pragmatik dil becerileri ve zihin kuramı becerileri gibi OSB’ye özgü gelişimsel farklılıklarla ilişkili olduğu anlaşılmaktadır. Ayrıca sözel olmayan zekâ, genel dil becerileri, OSB’nin şiddeti ve çocuğun ev ile okul ortamının niteliği, erken okuryazarlık performansını etkileyen önemli değişkenler arasında yer almaktadır. Tüm bulgular bir arada değerlendirildiğinde, erken okuryazarlığın OSB olan çocuklar için yalnızca okuma ve yazmaya hazırlık değil, aynı zamanda iletişimsel katılımı ve bağımsız yaşam becerilerini destekleyen bir gelişim alanı olduğu görülmektedir. Bu nedenle erken dönemde bireysel profillere duyarlı, sistematik ve öğretimsel olarak güçlü bir çerçeve sunan müdahalelerin planlanması önem taşımaktadır.

Keywords

• otizm spektrum bozukluğu
• erken okuryazarlık
• sesbilgisel farkındalık
• harf bilgisi
• yazı farkındalığı
• sözcük bilgisi
• dinlediğini anlama

Early Literacy in Individuals with Autism Spectrum Disorder

Abstract

This review explores the emergent literacy skills that lay the groundwork for reading and writing in children with Autism Spectrum Disorder (ASD) and discusses how these skills vary across the spectrum based on current research. Emergent Literacy encompasses early skills such as phonological awareness, letter knowledge, print awareness, vocabulary, and listening comprehension abilities that take shape before formal reading instruction and are closely linked to later literacy achievement. Findings across the literature indicate that emergent literacy profiles in ASD are far from uniform. Many children show relative strengths in code-related areas, particularly letter knowledge and early decoding, whereas meaning-related components such as vocabulary and listening comprehension tend to be more challenging. These differences appear to be associated with core ASD characteristics, including variations in joint attention, social communication, pragmatic language use, and cognitive flexibility. In addition to child characteristics, factors such as nonverbal cognitive skills, language level, symptom severity, and the quality of home and classroom literacy environments also contribute to differences in emergent literacy development. Taken together, these findings highlight emergent literacy not only as a precursor to reading and writing but also as a developmental area that supports communication, participation, and independence for children with ASD. Consequently, early interventions should be sensitive to individual profiles, build on children’s strengths, and provide systematic support for areas in which they are likely to experience difficulty.

Keywords

• autism spectrum disorder
• emergant literacy
• phonological awareness
• early literacy
• letter knowledge
• print awareness
• vocabulary knowledge
• listening comprehension

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