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25-05-2018 | Original Paper

Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory

Auteurs: Meghan M. Davidson, Margarita Kaushanskaya, Susan Ellis Weismer

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 10/2018

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Abstract

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.
Voetnoten
1
The results of the analyses including and excluding this participant were equivalent; therefore, only the analyses including this participant are reported.
 
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Metagegevens
Titel
Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory
Auteurs
Meghan M. Davidson
Margarita Kaushanskaya
Susan Ellis Weismer
Publicatiedatum
25-05-2018
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 10/2018
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-018-3617-7

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