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Journal of Autism and Developmental Disorders

Gepubliceerd in:

01-04-2013

Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning

Auteurs: Jessie Ricketts, Catherine R. G. Jones, Francesca Happé, Tony Charman

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2013

Abstract

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.

vorige artikel The Modality Shift Experiment in Adults and Children with High Functioning Autism

volgende artikel Prevalence and Onset of Regression within Autism Spectrum Disorders: A Meta-analytic Review

We thank an anonymous reviewer for noting that sentence and paragraph comprehension require somewhat different processes. In the WORD, a reading comprehension score is based on sentence and paragraph comprehension and there were four participants who obtained a comprehension score that reflected comprehension at the sentence but not paragraph level. With these participants removed, the results of regression analyses were identical except that the small/marginal effects of the Frith-Happé animations in models 3a (p for β = .05) and 3b (p for β < .05) became trends (p = .07 and .08 respectively).

Performance IQ was not included in analyses as this variable was not central to our aims and hypotheses. However, given variability in our sample on this measure, and the potential role for nonverbal ability in predicting reading comprehension (Ricketts 2011), additional analyses were conducted with performance IQ included as a control variable at the first step of each regression model. Performance IQ did not predict significant unique variance in reading comprehension in any model.

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Titel: Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning
Auteurs: Jessie Ricketts
Catherine R. G. Jones
Francesca Happé
Tony Charman
Publicatiedatum: 01-04-2013
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 4/2013
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-012-1619-4

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