A scoping review of transcription instruction involving children with autism

Bibliographic Data

ID11634744
AuthorsBryant Bailey (0000-0003-0086-9999, School of Health Sciences University of Newcastle Newcastle Australia, corresponding author), Kelsey Philpott‐Robinson (0000-0003-1888-3895, School of Health Sciences University of Newcastle Newcastle Australia), Karen Ray (0000-0002-3147-8758, School of Health Sciences University of Newcastle Newcastle Australia)
Year2025
Volume49
Issue1
Publication date2025-12-05
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Research in Reading (JOURNAL)
Journal identifiersISSN: 0141-0423 • E-ISSN: 1467-9817
PublisherWiley (PUBLISHER • GB)
DOI10.1111/1467-9817.70016
OpenAlexW4417070744
LanguageEN
References cited46

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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