Swipe om te navigeren naar een ander artikel
This study investigated reading skills in 41 children with autism spectrum disorder. Four components of reading skill were assessed: word recognition, nonword decoding, text reading accuracy and text comprehension. Overall, levels of word and nonword reading and text reading accuracy fell within average range although reading comprehension was impaired. However, there was considerable variability across the sample with performance on most tests ranging from floor to ceiling levels. Some children read accurately but showed very poor comprehension, consistent with a hyperlexia reading profile; some children were poor at reading words and nonwords whereas others were unable to decode nonwords, despite a reasonable level of word reading skill. These findings demonstrate the heterogeneous nature of reading skills in children with ASD.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Aaron, P. G., Frantz, S. S., & Manges, A. R. (1990). Dissociation between comprehension and pronunciation in dyslexic and hyperlexic children. Reading and Writing, 2(3), 243–264. CrossRef
Bishop, D. V. M., & Adams, C. (1990). A prospective-study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry and Allied Disciplines, 31(7), 1027–1050. CrossRef
Bishop, D. V. M., Adams, C., & Norbury, C. F. (2004). Using nonword repetition to distinguish genetic and environmental influences on early literacy development: A study of 6–year-old twins. American Journal of Human Genetics, 129B, 94–96.
Briscoe, J., Bishop, D. V. M., & Norbury, C. F. (2001). Phonological processing, language, and literacy: A comparison of children with mild-to-moderate sensorineural hearing loss and those with specific language impairment. Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(3), 329–340. CrossRef
Catts, H. W., & Kamhi, A. G. (2005). Connections between language and reading disorders. Lawrence Erlbaum Associates.
Dunn, L. M., Dunn, L. M., Whetton, C., & Burley, J. (1997). The British picture vocabulary scale-II. Windsor, UK: NFER-Nelson.
Elliot, C. D., Smith, P., & McCulloch, K. (1996). British ability scales (2nd ed.). Windsor, UK: NFER.
Frith, U., & Snowling, M. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, 1, 329–342.
Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Hove, UK: Psychology Press.
Grigorenko, E. L., Klin, A., & Volkmar, F. (2003). Annotation: Hyperlexia: disability or superability? Journal of Child Psychology and Psychiatry and Allied Disciplines, 44(8), 1079–1091. CrossRef
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2, 127–160. CrossRef
Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250.
Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16(2–3), 287–308. PubMed
Lord C., & Paul R. (1997). Language and communication in autism. In D. J. Dohen & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (pp. 195–225). NY: Wiley.
Milosky, L. M. (1990). The role of world knowledge in language comprehension and language intervention. Topics in Language Disorders, 10(3), 1–13.
Nation, K. (2005). Children’s reading comprehension difficulties. In M. J. Snowling, & C. Hulme (Ed.), The science of reading. Oxford: Blackwell Publishing.
Nation, K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment. Journal of Speech, Hearing and Language Research, 47, 199–211. CrossRef
Nation, K., & Snowling, M. (1997). Assessing reading difficulties: The validity and utility of current measures of reading skill. British Journal of Educational Psychology, 67, 359–370. PubMed
Neale, M. D. (1997). Neale analysis of reading ability-revised (NARA-II). Windsor, UK: NFER.
Perfetti, C., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M.J. Snowling & C. Hulme (Eds.), The science of reading. Oxford: Blackwell Publishing.
Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia—a review. Reading Research Quarterly, 27(1), 28–53. CrossRef
Snowling, M., Bishop, D. V. M., & Stothard, S. E. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(5), 587–600.
Snowling, M., Stothard, S. E., & McLean, J. (1996). The graded nonword reading test. Reading, UK: Thames Valley Test Company.
Tager-Flusberg, H., & Joseph, R. M. (2003). Identifying neurocognitive phenotypes in autism. Philosophical Transactions of the Royal Society of London Series B-Biological Sciences, 358(1430), 303–314. CrossRef
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of word reading efficiency. Austin, TX: Pro-Ed.
Wahlberg, T., & Magliano, J. P. (2004). The ability of high function individuals with autism to comprehend written discourse. Discourse Processes, 38(1), 119–144. CrossRef
Wechsler, D. (1992). Wechsler intelligence scale for children (3rd ed.). London: The Psychological Corporation.
World Health Organisation (1993). The ICD-10 classification of mental and behavioural disorders. Geneva: World Health Organisation.
- Patterns of Reading Ability in Children with Autism Spectrum Disorder
- Springer US