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

Autor/inn/en	Ricketts, Jessie; Jones, Catherine R. G.; Happe, Francesca; Charman, Tony
Titel	Reading Comprehension in Autism Spectrum Disorders: The Role of Oral Language and Social Functioning
Quelle	In: Journal of Autism and Developmental Disorders, 43 (2013) 4, S.807-816 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-012-1619-4
Schlagwörter	Adolescents; Autism; Word Recognition; Social Cognition; Reading Comprehension; Oral Language; Pervasive Developmental Disorders; Individual Differences; Social Behavior; Regression (Statistics); Prediction; Interpersonal Competence; Measures (Individuals) + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Worterkennung; Soziale Kognition; Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; Individueller Unterschied; Social behaviour; Soziales Verhalten; Regression; Regressionsanalyse; Vorhersage; Interpersonale Kompetenz; Messdaten
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10