Dyslexia in Children with Autism Spectrum Disorder (ASD

Abstract

The current research aims to identify dyslexia among children with Autism Spectrum Disorder (ASD), as well as to examine statistically significant differences based on gender (males and females). To achieve the objectives of the study, the researcher adopted the Double-Deficit Theory as proposed by Wolf & Bowers (1993). This theoretical framework guided the development of a dyslexia scale comprising two components: The first component measures Rapid Automatized Naming (RAN) of symbols, and consists of 25 items rated on a four-point Likert scale. The second component assesses Phonological Awareness, consisting of 25 items rated on a binary scale. The researcher followed rigorous scientific procedures in the construction of the scale, establishing face validity and construct validity, and verifying reliability through test-retest and Cronbach’s alpha methods. The test-retest reliability coefficient for the RAN component was 0.759, and for the Phonological Awareness component, it was 0.792. Cronbach’s alpha reliability was 0.844 for the RAN component and 0.838 for the Phonological Awareness component. The scale was administered to a purposive stratified sample of 150 children with ASD from Baghdad, Diyala, and Kirkuk governorates. Statistical analysis was conducted using SPSS software. The results revealed the presence of dyslexia in children with ASD. Furthermore, findings related to the second objective indicated statistically significant differences in dyslexia scores based on gender, favoring males. In light of these findings, the researcher presented a set of recommendations and suggestions for future research and practice.