Swipe om te navigeren naar een ander artikel
Word reading and oral language predict reading comprehension, which is generally poor, in individuals with autism spectrum disorder (ASD). However, working memory (WM), despite documented weaknesses, has not been thoroughly investigated as a predictor of reading comprehension in ASD. This study examined the role of three parallel WM N-back tasks using abstract shapes, familiar objects, and written words in children (8–14 years) with ASD (n = 19) and their typically developing peers (n = 24). All three types of WM were significant predictors of reading comprehension when considered alone. However, these relationships were rendered non-significant with the addition of age, word reading, vocabulary, and group entered into the models. Oral vocabulary emerged as the strongest predictor of reading comprehension.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Akbar, M., Loomis, R., & Paul, R. (2013). The interplay of language on executive functions in children with ASD. Research in Autism Spectrum Disorders, 7(3), 494–501. https://doi.org/10.1016/j.rasd.2012.09.001. CrossRef
American Speech-Language-Hearing Association. (1997). Guidelines for audiologic screening. Rockville, MD: ASHA.
Arrington, C., Kulesz, P., Francis, D., Fletcher, J., & Barnes, M. (2014). The contribution of attentional control and working memory to reading comprehension and decoding. Scientific Studies of Reading, 18(5), 325–346. https://doi.org/10.1080/10888438.2014.902461. CrossRef
Berninger, V., Abbott, R., Cook, C., & Nagy, W. (2016). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of Learning Disabilities. https://doi.org/10.1177/0022219415617167. CrossRefPubMedPubMedCentral
Berninger, V., Abbott, R., Swanson, H., Lovitt, D., Trivedi, P., Lin, S., et al. (2010). Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade. Language, Speech, and Hearing Services in Schools, 41(2), 179–193. https://doi.org/10.1044/0161-1461(2009/08-0002). CrossRefPubMed
Booth, J., Boyle, J., & Kelly, S. (2010). Do tasks make a difference? Accounting for heterogeneity of performance of children with reading difficulties on tasks of executive function: Findings from a meta-analysis. The British Journal of Developmental Psychology, 28, 133–176. https://doi.org/10.1348/026151009X485432. CrossRefPubMed
Cain, K., Oakhill, J., & Lemmon, K. (2004b). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96(4), 671–681. https://doi.org/10.1037/0022-06184.108.40.2061. CrossRef
Calhoon, J. (2001). Factors affecting the reading of rimes in words and nonwords in beginning readers with cognitive disabilities and typically developing readers: Explorations in similarity and difference in word recognition cue use. Journal of Autism and Developmental Disorders, 31(5), 491–504. CrossRef
Cantin, R. H., Gnaedinger, E. K., Gallaway, K. C., Hesson-McInnis, M. S., & Hund, A. M. (2016). Executive functioning predicts reading, mathematics, and theory of mind during the elementary years. Journal of Experimental Child Psychology, 146, 66–78. https://doi.org/10.1016/j.jecp.2016.01.014. CrossRefPubMed
Carretti, B., Borella, E., Cornoldi, C., & de Beni, R. (2009). Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis. Learning and Individual Differences, 19(2), 246–251. https://doi.org/10.1016/j.lindif.2008.10.002. CrossRef
Catts, H., Hogan, T., & Fey, M. (2003). Subgrouping poor readers on the basis of individual differences in reading-related abilities. Journal of Learning Disabilities, 36(2), 151–164. CrossRef
Christopher, M., Miyake, A., Keenan, J., Pennington, B., DeFries, J., Wadsworth, S., et al. (2012). Predicting word reading and comprehension with executive function and speed measures across development: A latent variable analysis. Journal of Experimental Psychology, 141(3), 470–488. CrossRef
Chrysochoou, E., Bablekou, Z., & Tsigilis, N. (2011). Working memory contributions to reading comprehension components in middle childhood children. American Journal of Psychology, 14(3), 275–289. CrossRef
Corbett, B., Constantine, L., Hendren, R., Rocke, D., & Ozonoff, S. (2009). Examining executive functioning in children with autism spectrum disorder, attention deficit hyperactivity disorder and typical development. Psychiatry Research, 166(2–3), 210–222. https://doi.org/10.1016/j.psychres.2008.02.005. CrossRefPubMedPubMedCentral
Cronin, K. (2014). The relationship among oral language, decoding skills, and reading comprehension in children with autism. Exceptionality, 22(3), 141–157. https://doi.org/10.1080/09362835.2013.865531. CrossRef
Daneman, M., & Carpenter, P. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450–466. CrossRef
Daneman, M., & Merikle, P. (1996). Working memory and language comprehension: A meta-analysis. Psychonomic Bulletin & Review, 3(4), 422–433. CrossRef
Dunn, L., & Dunn, D. (2007). Peabody picture vocabulary test, fourth edition. Minneapolis, MN: Pearson, Inc.
Ellis Weismer, S., Davidson, M., Gangopadhyay, I., Sindberg, H., Roebuck, H., & Kaushanskaya, M. (2017). The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders. Journal of Neurodevelopmental Disorders, 9(1), 28. https://doi.org/10.1186/s11689-017-9209-6. CrossRefPubMedPubMedCentral
Field, A., Miles, J., & Field, Z. (2012). Discovering statistics using R. London: SAGE Publications, Ltd.
Gabig, C. (2008). Verbal working memory and story retelling in school-age children with autism. Language, Speech, and Hearing Services in Schools, 39, 498–511. CrossRef
Gabig, C. (2010). Phonological awareness and word recognition in reading by children with autism. Communication Disorders Quarterly, 31(2), 67–85. CrossRef
Gangopadhyay, I., Davidson, M., Ellis Weismer, S., & Kaushanskaya, M. (2016). The role of nonverbal working memory in morphosyntactic processing by school-aged monolingual and bilingual children. Journal of Experimental Child Psychology, 142, 171–194. https://doi.org/10.1016/j.jecp.2015.09.025. CrossRefPubMed
Gathercole, S., Alloway, T., Willis, C., & Adams, A. (2006). Working memory in children with reading disabilities. Journal of Experimental Child Psychology, 93(3), 265–281. https://doi.org/10.1016/j.jecp.2005.08.003. CrossRefPubMed
Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. CrossRef
Haebig, E., Kaushanskaya, M., & Ellis Weismer, S. (2015). Lexical processing in school-age children with autism spectrum disorder and children with specific language impairment: The role of semantics. Journal of Autism and Developmental Disorders, 45(12), 4109–4123. https://doi.org/10.1007/s10803-015-2534-2. CrossRefPubMedPubMedCentral
Hammill, D., & Newcomer, P. (2008). Test of oral language development, intermediate version (4th ed.). Austin, TX: Pro-Ed.
Happé, F., Booth, R., Charlton, R., & Hughes, C. (2006). Executive function deficits in autism spectrum disorders and attention-deficit/hyperactivity disorder: Examining profiles across domains and ages. Brain and Cognition, 61(1), 25–39. https://doi.org/10.1016/j.bandc.2006.03.004. CrossRefPubMed
Harm, M., & Seidenberg, M. (2004). Computing the meanings of words in reading: Cooperative division of labor between visual and phonological processes. Psychological Review, 111(3), 662–720. https://doi.org/10.1037/0033-295X.111.3.662. CrossRefPubMed
Hoover, W., & Gough, P. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. CrossRef
Jacobs, D., & Richdale, A. (2013). Predicting literacy in children with a high-functioning autism spectrum disorder. Research in Developmental Disabilities, 34(8), 2379–2390. https://doi.org/10.1016/j.ridd.2013.04.007. CrossRefPubMed
Jarvis, H., & Gathercole, S. (2003). Verbal and non-verbal working memory and achievements on National Curriculum tests at 11 and 14 years of age. Educational and Child Psychology, 20(3), 123–140.
Jerman, O., & Swanson, H. (2005). Working memory and reading disabilities: A selective meta-analysis of the literature. Advances in Learning and Behavioral Disabilities, 18, 1–31. https://doi.org/10.1016/S0735-004X(05)18001-X. CrossRef
Just, M., & Carpenter, P. (1992). A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99(1), 122–149. CrossRef
Kaushanskaya, M., Park, J., Gangopadhyay, I., Davidson, M., & Ellis Weismer, S. (2017). The relationship between executive functions and language abilities in children: A latent variables approach. Journal of Speech, Language, and Hearing Research, 60(4), 912–923. https://doi.org/10.1044/2016_JSLHR-L-15-0310. CrossRefPubMedPubMedCentral
Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
Lindgren, K., Folstein, S., Tomblin, J., & Tager-Flusberg, H. (2009). Language and reading abilities of children with autism spectrum disorders and specific language impairment and their first-degree relatives. Autism Research, 2, 22–38. CrossRef
MacDonald, M., & Christiansen, M. (2002). Reassessing working memory: Comment on Just and Carpenter (1992) and Waters and Caplan (1996). Psychological Review, 109(1), 35–54. https://doi.org/10.1037/0033-295X.109.1.35. CrossRefPubMed
Mainela-Arnold, E., & Evans, J. (2005). Beyond capacity limitations: Determinants of word recall performance on verbal working memory span tasks in children with SLI. Journal of Speech, Language, and Hearing Research, 48(4), 897–909. https://doi.org/10.1044/1092-4388(2005/062). CrossRefPubMedPubMedCentral
McIntyre, N., Solari, E., Gonzales, J., Solomon, M., Lerro, L., Novotny, S., et al. (2017). The scope and nature of reading comprehension impairments in school-aged children with higher-functioning autism spectrum disorder. Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s10803-017-3209-y. CrossRefPubMed
McIntyre, N., Solari, E., Grimm, R., Lerro, L., Gonzales, J., & Mundy, P. (2017). A comprehensive examination of reading heterogeneity in students with high functioning autism: Distinct reading profiles and their relation to autism symptom severity. Journal of Autism and Developmental Disorders, 47(4), 1086–1101. https://doi.org/10.1007/s10803-017-3029-0. CrossRefPubMed
Meegan, D., Purc-Stephenson, R., Honsberger, M., & Topan, M. (2004). Task analysis complements neuroimaging: An example from working memory research. NeuroImage, 21(3), 1026–1036. https://doi.org/10.1016/j.neuroimage.2003.10.011. CrossRefPubMed
Messer, D., Henry, L., & Nash, G. (2016). The relation between executive functioning, reaction time, naming speed, and single word reading in children with typical development and language impairments. British Journal of Educational Psychology, 86(3), 412–428. https://doi.org/10.1111/bjep.12115. CrossRefPubMed
Nation, K., Cocksey, J., Taylor, J., & Bishop, D. (2010). A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, 51(9), 1031–1039. https://doi.org/10.1111/j.1469-7610.2010.02254.x. CrossRefPubMed
Nation, K., & Snowling, M. (1998). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 39, 85–101. CrossRef
Nystrom, L., Braver, T., Sabb, F., Delgado, M., Noll, D., & Cohen, J. (2000). Working memory for letters, shapes, and locations: fMRI evidence against stimulus-based regional organization in human prefrontal cortex. NeuroImage, 11(5), 424–446. https://doi.org/10.1006/nimg.2000.0572. CrossRefPubMed
Oakhill, J., Yuill, N., & Garnham, A. (2011). The differential relations between verbal, numerical and spatial working memory abilities and children’s reading comprehension. International Electronic Journal of Elementary Education, 4(1), 83–106.
Oberauer, K., Suß, H., Wilhelm, O., & Wittman, W. (2003). The multiple faces of working memory: Storage, processing, supervision, and coordination. Intelligence, 31, 167–193. CrossRef
Ouellette, G. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554–566. https://doi.org/10.1037/0022-06220.127.116.114. CrossRef
Pearson, P., & Hamm, D. (2005). The assessment of reading comprehension: A review of practices-past, present, and future. In S. Paris & S. Stahl (Eds.), Children’s reading comprehension and assessment 2 (pp. 13–69). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Pelegrina, S., Capodieci, A., Carretti, B., & Cornoldi, C. (2015). Magnitude representation and working memory updating in children with arithmetic and reading comprehension disabilities. Journal of Learning Disabilities, 48(6), 658–668. https://doi.org/10.1177/0022219414527480. CrossRefPubMed
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11(4), 357–383. CrossRef
Pimperton, H., & Nation, K. (2010). Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders. Journal of Memory and Language, 62(4), 380–391. https://doi.org/10.1016/j.jml.2010.02.005. CrossRef
R Core Team. (2016). R: A language and environment for statistical computing [apparatus and software]. Vienna: R Foundation for Statistical Computing. http://www.r-project.org.
Ricketts, J. (2011). Research review: Reading comprehension in developmental disorders of language and communication. Journal of Child Psychology and Psychiatry, 52(11), 1111–1123. https://doi.org/10.1111/j.1469-7610.2011.02438.x. CrossRefPubMed
Rutter, M., Bailey, A., & Lord, C. (2003). The social communication questionnaire. Los Angeles: Western Psychological Services.
Schneider, W., Eschman, A., & Zuccolotto, A. (2002). E-Prime user’s guide [apparatus and software]. Pittsburgh: Pscychology Software Tools, Inc.
Schopler, E., Van Bourgondien, M., Wellman, G., & Love, S. (2010). Childhood autism rating scale (2nd ed.). Los Angeles: Western Psychological Services.
Smith, E., & Jonides, J. (1999). Storage and executive processes in the frontal lobes. Science, 283, 1657–1661. https://doi.org/10.1126/science.283.5408.1657. CrossRefPubMed
Steele, S., Minshew, N., Luna, B., & Sweeney, J. (2007). Spatial working memory deficits in autism. Journal of Autism and Developmental Disorders, 37, 605–612. CrossRef
Swanson, H. (2008). Working memory and intelligence in children: What develops? Journal of Educational Psychology, 100(3), 581–602. https://doi.org/10.1037/0022-0618.104.22.1681. CrossRef
Van Dyke, J., Johns, C., & Kukona, A. (2014). Low working memory capacity is only spuriously related to poor reading comprehension. Cognition, 131(3), 373–403. https://doi.org/10.1016/j.cognition.2014.01.007. CrossRefPubMedPubMedCentral
Wechsler, D., Kaplan, E., Fein, D., Kramer, J., Morris, R., Delis, D., & Maerlender, A. (2003). Wechsler Intelligence Scale for Children (4th ed.). San Antonio, TX: Pearson, Inc.
Weismer, S. E., Davidson, M., Gangopadhyay, I., Sindberg, H., Roebuck, H., & Kaushanskaya, M. (2017). The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders. Journal of Neurodevelopmental Disorders, 9(1), 28. https://doi.org/10.1186/s11689-017-9209-6. CrossRef
Williams, D., Goldstein, G., Carpenter, P., & Minshew, N. (2005). Verbal and spatial working memory in autism. Journal of Autism and Developmental Disorders, 33(6), 747–756. CrossRef
Wilson, M. (1988). MRC psycholinguistic database: Machine-usable dictionary, version 2.00. Behavior Research Methods, Instruments, & Computers, 20(1), 6–10. CrossRef
Woodcock, R. (2011). Woodcock reading mastery tests (3rd ed.). Bloomington, MN: Pearson, Inc.
- Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory
Meghan M. Davidson
Susan Ellis Weismer
- Springer US