A Scoping Review of Transcription Instruction Involving Children with Autism
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| Title: | A Scoping Review of Transcription Instruction Involving Children with Autism |
|---|---|
| Language: | English |
| Authors: | Benjamin Bailey (ORCID |
| Source: | Journal of Research in Reading. 2026 49(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Children, Autism Spectrum Disorders, Handwriting, Spelling, Spelling Instruction, Instructional Effectiveness, Phonetic Transcription, Keyboarding (Data Entry), Writing Skills |
| DOI: | 10.1111/1467-9817.70016 |
| ISSN: | 0141-0423 1467-9817 |
| Abstract: | Background: Spelling, handwriting and typing (transcription) skills are foundational to writing development. This scoping review maps the research on transcription instruction involving children with autism, highlighting promising practices and future research priorities. Method: A systematic search identified relevant studies, with data extracted and critically appraised in line with established protocols. Results: Of 4859 identified studies, 28 met inclusion criteria. Most were of moderate strength and good quality and reported on the effects of handwriting (n = 14) or spelling instruction (n = 9), finding that purpose-built and established programmes designed for the general population may benefit some autistic children. Few studies (n = 4) reported on how instruction is delivered or autistic children's experiences (n = 1). Conclusion: Established programmes, including Cover-Copy-Compare and Handwriting Without Tears, show promise when adjusted to meet users' needs. Future research should engage the Autistic community in co-designing instruction tailored to individual needs and preferences. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497585 |
| Database: | ERIC |
| Abstract: | Background: Spelling, handwriting and typing (transcription) skills are foundational to writing development. This scoping review maps the research on transcription instruction involving children with autism, highlighting promising practices and future research priorities. Method: A systematic search identified relevant studies, with data extracted and critically appraised in line with established protocols. Results: Of 4859 identified studies, 28 met inclusion criteria. Most were of moderate strength and good quality and reported on the effects of handwriting (n = 14) or spelling instruction (n = 9), finding that purpose-built and established programmes designed for the general population may benefit some autistic children. Few studies (n = 4) reported on how instruction is delivered or autistic children's experiences (n = 1). Conclusion: Established programmes, including Cover-Copy-Compare and Handwriting Without Tears, show promise when adjusted to meet users' needs. Future research should engage the Autistic community in co-designing instruction tailored to individual needs and preferences. |
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| ISSN: | 0141-0423 1467-9817 |
| DOI: | 10.1111/1467-9817.70016 |
