Emergent Literacy Instruction for Autistic Children: A Preliminary Study of Teacher Knowledge

Abstract Emergent literacy skills are essential for reading development, yet autistic students face a greater risk of reading difficulties. This qualitative-driven, mixed-methods study explored public preschool teachers’ pedagogical content knowledge in teaching emergent literacy to autistic children. Findings from questionnaires and interviews with ten purposively selected, licensed public-school teachers revealed general knowledge of emergent literacy and autism but highlighted gaps in areas like phonemic awareness. Teachers acknowledged challenges in effectively teaching emergent literacy to autistic students and expressed a need for additional training. Notably, they lacked familiarity with research-supported instructional strategies for autistic learners and often prioritized social and behavioral skills over emergent literacy instruction. These findings emphasize the need for targeted professional development and further research to enhance emergent literacy instruction in preschool settings.