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17-06-2017 | Original Paper

The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder

Auteurs: Nancy S. McIntyre, Emily J. Solari, Joseph E. Gonzales, Marjorie Solomon, Lindsay E. Lerro, Stephanie Novotny, Tasha M. Oswald, Peter C. Mundy

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2017

Abstract

This study of 8-16-year-olds was designed to test the hypothesis that reading comprehension impairments are part of the social communication phenotype for many higher-functioning students with autism spectrum disorder (HFASD). Students with HFASD (n = 81) were compared to those with high attention-deficit/hyperactivity disorder symptomatology (ADHD; n = 39), or typical development (TD; n = 44), on a comprehensive battery of oral language, word recognition, and reading comprehension measures. Results indicated that students with HFASD performed significantly lower on the majority of the reading and language tasks as compared to TD and ADHD groups. Structural equation models suggested that greater ASD symptomatology was related to poorer reading comprehension outcomes; further analyses suggested that this relation was mediated by oral language skills.

vorige artikel Quality of Life in Parents of Young Adults with ASD: EpiTED Cohort

volgende artikel Relations Between Executive Functions, Social Impairment, and Friendship Quality on Adjustment Among High Functioning Youth with Autism Spectrum Disorder

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Titel: The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder
Auteurs: Nancy S. McIntyre
Emily J. Solari
Joseph E. Gonzales
Marjorie Solomon
Lindsay E. Lerro
Stephanie Novotny
Tasha M. Oswald
Peter C. Mundy
Publicatiedatum: 17-06-2017
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2017
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-017-3209-y

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