Swipe om te navigeren naar een ander artikel
Reading comprehension is an area of difficulty for many individuals with autism spectrum disorders (ASD). According to the Simple View of Reading, word recognition and oral language are both important determinants of reading comprehension ability. We provide a novel test of this model in 100 adolescents with ASD of varying intellectual ability. Further, we explore whether reading comprehension is additionally influenced by individual differences in social behaviour and social cognition in ASD. Adolescents with ASD aged 14–16 years completed assessments indexing word recognition, oral language, reading comprehension, social behaviour and social cognition. Regression analyses show that both word recognition and oral language explain unique variance in reading comprehension. Further, measures of social behaviour and social cognition predict reading comprehension after controlling for the variance explained by word recognition and oral language. This indicates that word recognition, oral language and social impairments may constrain reading comprehension in ASD.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Abell, F., Happé, F., & Frith, U. (2000). Do triangles play tricks? Attribution of mental states to animated shapes in normal and abnormal development. Cognitive Development, 15(1), 1–16. CrossRef
Åsberg, J., & Dahlgren Sandberg, A. (2012). Dyslexic, delayed, precocious or just normal? Word reading skills of children with autism spectrum disorders. Journal of Research in Reading, 35(1), 20–31.
Åsberg, J., Kopp, S., Berg-Kelly, K., & Gillberg, C. (2010). Reading comprehension, word decoding and spelling in girls with autism spectrum disorders (ASD) or attention-deficit/hyperactivity disorder (AD/HD): Performance and predictors. International Journal of Language & Communication Disorders, 45(1), 61–71. CrossRef
Baird, G., Simonoff, E., Pickles, A., Chandler, S., Loucas, T., Meldrum, D., et al. (2006). Prevalence of disorders of the autism spectrum in a population cohort of children in South Thames: The Special Needs and Autism Project (SNAP). The Lancet, 368(9531), 210–215. CrossRef
Baron-Cohen, S. (2000). Theory of mind and autism: A review. In G. Laraine Masters (Ed.), International review of research in mental retardation (Vol. 23, pp. 169–184). New York: Academic Press.
Bishop, D. V. M. (2005). Test of reception for grammar—Electronic. London: Harcourt Assessment.
Cain, K. (2010). Reading development and difficulties. Oxford: Wiley-Blackwell.
Chen, R. S., & Vellutino, F. R. (1997). Prediction of reading ability: A cross-validation study of the simple view of reading. Journal of Literacy Research, 29(1), 1–24. CrossRef
Cutting, L. E., & Scarborough, H. S. (2006). Prediction of reading comprehension: Relative contributions of word recognition, language proficiency, and other cognitive skills can depend on how comprehension is measured. Scientific Studies of Reading, 10(3), 277–299. CrossRef
Frith, U., & Snowling, M. J. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, 1, 329–342. CrossRef
Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. CrossRef
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. CrossRef
Huemer, S. V., & Mann, V. (2010). A comprehensive profile of decoding and comprehension in autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(4), 485–493. CrossRef
Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12(3), 281–300. CrossRef
Lord, C., Risi, S., Lambrecht, L., Cook, E., Leventhal, B., DiLavore, P., et al. (2000). The Autism Diagnostic Observation Schedule-Generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205–223. PubMedCrossRef
National Institute of Child Health and Human Development, National Reading Panel. (2000). Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved May 23, 2012, from http://www.nichd.nih.gov/publications/nrp/smallbook.cfm.
Norbury, C., & Bishop, D. V. M. (2003). Narrative skills of children with communication impairments. International Journal of Language & Communication Disorders, 38, 287–313. CrossRef
Norbury, C., & Nation, K. (2011). Understanding variability in reading comprehension in adolescents with autism spectrum disorders: Interactions with language status and decoding skill. Scientific Studies of Reading, 15(3), 191–210. CrossRef
Oakhill, J., Cain, K., & Bryant, P. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443–468. CrossRef
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. J. Snowling, C. Hulme, & M. Seidenberg (Eds.), The science of reading. Oxford, UK: Blackwell.
Rust, J., Golombok, S., & Trickey, G. (1993). Wechsler objective reading dimensions. San Diego, CA: The Psychological Corporation.
Semel, E., Wiig, E., & Secord, W. (2000). Clinical evaluation of language fundamentals—Third edition UK (CELF-3 UK). London: Psychological Corporation.
Wechsler, D. (1999). Wechsler abbreviated scale of intelligence. London: The Psychological Corporation.
- Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning
Catherine R. G. Jones
- Springer US