Akademik Veri Yönetim Sistemi
EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION, cilt.0, sa.0, ss.1-19, 2026 (SSCI, Scopus)
This study aimed to determine the early literacy profiles of children with ASD. The study group consisted of 207 Turkish children diagnosed with ASD (M = 57.4, SD = 9.3) between 36 and 72 months. Receptive and expressive language skills were assessed using the Turkish Early Language Development Test (TELD-3), early literacy skills using the Test of Early Literacy (TEL) and print awareness using the Early Childhood Print Awareness Checklist (ECPAC). Nonverbal cognitive ability was measured with the Test of Coloured Progressive Matrices (CPM), and ASD severity was assessed using Childhood Autism Rating Scale (CARS). Data were analysed using Latent Profile Analysis (LPA), followed by descriptive and comparative analyses to examine differences across profiles and ASD severity levels. The LPA results revealed a three-profile structure. According to their age and developmental level, children in the first profile (40%) were categorised as performing at an average level in terms of early literacy skills, children in the second profile (44.7%) were categorised as low-performing, and children in the third profile (15.3%) were categorised as very low-performing. This study contributes to the literature by providing a data-driven, profile-based understanding of early literacy development in Turkish-speaking children with ASD within a transparent orthographic context.