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A Scoping Review of Transcription Instruction Involving Children with Autism

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Bibliographic Details
Title: A Scoping Review of Transcription Instruction Involving Children with Autism
Language: English
Authors: Benjamin Bailey (ORCID 0000-0003-0086-9999), Kelsey Philpott-Robinson, Karen Ray
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
FullText Text:
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  Data: A Scoping Review of Transcription Instruction Involving Children with Autism
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Benjamin+Bailey%22">Benjamin Bailey</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0086-9999">0000-0003-0086-9999</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kelsey+Philpott-Robinson%22">Kelsey Philpott-Robinson</searchLink><br /><searchLink fieldCode="AR" term="%22Karen+Ray%22">Karen Ray</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Reading%22"><i>Journal of Research in Reading</i></searchLink>. 2026 49(1).
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  Data: 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
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  Data: Y
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  Data: 30
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  Data: 2026
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  Data: Journal Articles<br />Information Analyses
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Handwriting%22">Handwriting</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling%22">Spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Spelling+Instruction%22">Spelling Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Phonetic+Transcription%22">Phonetic Transcription</searchLink><br /><searchLink fieldCode="DE" term="%22Keyboarding+%28Data+Entry%29%22">Keyboarding (Data Entry)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink>
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  Data: 10.1111/1467-9817.70016
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  Data: 0141-0423<br />1467-9817
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: 2026
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        Value: 10.1111/1467-9817.70016
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      – Text: English
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        PageCount: 30
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      – SubjectFull: Children
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Handwriting
        Type: general
      – SubjectFull: Spelling
        Type: general
      – SubjectFull: Spelling Instruction
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Phonetic Transcription
        Type: general
      – SubjectFull: Keyboarding (Data Entry)
        Type: general
      – SubjectFull: Writing Skills
        Type: general
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      – TitleFull: A Scoping Review of Transcription Instruction Involving Children with Autism
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            NameFull: Karen Ray
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              Y: 2026
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