Purpose This study aimed to examine the print knowledge of children with autism spectrum disorder (ASD) in comparison to children who have developmental language disorder (DLD) and typically developing (TD) children as well as examine the child and family predictors of print knowledge. Method A total of 629 preschool children, including 33 children with ASD, 93 children with DLD, and 503 TD children, were the focus of the current study. Teachers completed direct assessments with the children in the fall and spring of the academic year on print knowledge using the Phonological Awareness Literacy Screener. Results Analyses of covariance were used to compare the print knowledge skills (uppercase and lowercase letter identification, print and word awareness, name writing) in the fall and spring for each of the three groups. The groups were significantly different for the Print and Word Awareness and Name Writing subtests in both the fall and spring. A Tukey's honestly significant difference further indicated that, for these subtests, the children with ASD had significantly lower scores than both the children with DLD and TD children. When examining the child and family predictors of residualized gain in print knowledge for the children with ASD, the only significant predictor for any outcome was fall scores. When examining the predictors for the full sample, fall scores, age, ASD status, and mothers' education level were significant predictors of print and word awareness and name writing scores. Conclusions None of the child and family characteristics seemed to be related to residualized gain in print knowledge for children with ASD. However, when examining predictors of residualized gain in print knowledge for the full sample, ASD status was related to lower scores for both print and word awareness and name writing.

中文翻译：

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自闭症谱系障碍儿童的印刷知识：儿童和家庭变量是否起作用？

目的本研究旨在与患有发育性语言障碍（DLD）和典型发育中（TD）的儿童相比，检查患有自闭症谱系障碍（ASD）的儿童的印刷知识，并研究儿童和家庭的印刷知识预测因素。方法本研究的重点是629名学龄前儿童，包括33名ASD儿童，93名DLD儿童和503名TD儿童。在学年的秋季和春季，教师使用“语音意识素养筛选器”与孩子们完成了关于印刷知识的直接评估。结果使用协方差分析比较了三组学生在秋季和春季的印刷知识技能（大写和小写字母识别，印刷和单词意识，名字书写）。秋季和春季，印刷和单词意识以及姓名写作子测验的组别明显不同。Tukey的真实显着差异进一步表明，对于这些子测验，患有ASD的孩子的得分明显低于患有DLD和TD的孩子。在检查ASD儿童的印刷知识残留量的儿童和家庭预测因素时，任何结果的唯一重要预测因素是跌倒分数。当检查全部样本的预测指标时，跌倒分数，年龄，ASD状况和母亲的受教育程度是印刷品和单词意识以及姓名写作分数的重要预测指标。结论儿童和家庭特征似乎均与ASD儿童的印刷知识残留不相关。然而，