Current Profiles and Early Predictors of Reading Skills in School-Age Children with Autism Spectrum Disorders: A Longitudinal, Retrospective Population Study

Autor/inn/en	Åsberg Johnels, Jakob; Carlsson, Emilia; Norbury, Courtenay; Gillberg, Christopher; Miniscalco, Carmela
Titel	Current Profiles and Early Predictors of Reading Skills in School-Age Children with Autism Spectrum Disorders: A Longitudinal, Retrospective Population Study
Quelle	In: Autism: The International Journal of Research and Practice, 23 (2019) 6, S.1449-1459 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361318811153
Schlagwörter	Predictor Variables; Reading Skills; Autism; Pervasive Developmental Disorders; Longitudinal Studies; Reading Comprehension; Oral Language; Profiles; Foreign Countries; Grade 1; Grade 2; Early Reading; Language Acquisition; Language Impairments; Diagnostic Tests; Observation; Behavior Rating Scales; Adjustment (to Environment); Young Children; Reading Instruction; Decoding (Reading); Sweden; Reynell Developmental Language Scales; Autism Diagnostic Observation Schedule; Vineland Adaptive Behavior Scales + Suchen Sie Ihr Suchwort? Prädiktor; Reading skill; Lesefertigkeit; Autismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leseverstehen; Oral interpretation; Mündlicher Sprachgebrauch; Charakterisierung; Profilanalyse; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Frühlesen; Sprachaneignung; Spracherwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Diagnostic test; Diagnostischer Test; Beobachtung; Frühe Kindheit; Leseunterricht; Dekodierung; Schweden
Abstract	This study explores current reading profiles and concurrent and early predictors of reading in children with autism spectrum disorder. Before the age of 3 years, the study cohort underwent a neurodevelopmental assessment following identification in a population-based autism screening. At age 8 years, reading, language and cognition were assessed. Approximately half of the sample (n = 25) were 'poor readers' at age 8 years, meaning that they scored below the normal range on tests of single word reading and reading comprehension. And 18 were 'skilled readers' performing above cut-offs. The final subgroup (n = 10) presented with a 'hyperlexic/poor comprehenders' profile of normal word reading, but poor reading comprehension. The 'poor readers' scored low on all assessments, as well as showing more severe autistic behaviours than 'skilled readers'. Group differences between 'skilled readers' and 'hyperlexics/poor comprehenders' were more subtle: these subgroups did not differ on autistic severity, phonological processing or non-verbal intelligence quotient, but the 'hyperlexics/poor comprehenders' scored significantly lower on tests of oral language. When data from age 3 were considered, no differences were seen between the subgroups in social skills, autistic severity or intelligence quotient. Importantly, however, it was possible to identify oral language weaknesses in those that 5 years later presented as 'poor readers' or 'hyperlexics'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01