Reading Comprehension in School-Age Children with Autism Spectrum Disorder: Examining the Many Components That May Contribute

Autor/in	Davidson, Meghan M.
Titel	Reading Comprehension in School-Age Children with Autism Spectrum Disorder: Examining the Many Components That May Contribute
Quelle	In: Language, Speech, and Hearing Services in Schools, 52 (2021) 1, S.181-196 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davidson, Meghan M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Reading Comprehension; Autism; Pervasive Developmental Disorders; Student Characteristics; Predictor Variables; At Risk Students; Word Recognition; Listening Comprehension; Morphology (Languages); Syntax; Vocabulary; Short Term Memory; Inferences; Theory of Mind; Age Differences; Language Skills + Suchen Sie Ihr Suchwort? Leseverstehen; Autismus; Prädiktor; Worterkennung; Hörverständnis; Morphology; Morphologie; Wortschatz; Kurzzeitgedächtnis; Inference; Inferenz; Age; Difference; Age difference; Altersunterschied; Language skill; Sprachkompetenz
Abstract	Purpose: Reading comprehension is consistently poor in many school-age children with autism spectrum disorder (ASD). The purpose of this tutorial is to provide an overview from a multicomponent view on the many predictors that may contribute to reading comprehension difficulties in ASD. Method: This tutorial reviews current literature on profiles and predictors of reading comprehension in ASD. The review is situated from a multicomponent theoretical view based on the "direct and indirect effects of reading" model that builds on the familiar "simple view of reading." Each component, including word reading, listening comprehension, morphosyntax, vocabulary, working memory, comprehension monitoring, inferencing, and theory of mind, is separately reviewed, with consideration of the current evidence for their contribution to reading comprehension in ASD. At the end of each section, key takeaways are provided. To conclude, a summary with general clinical implications, case examples, and recommendations for future research across all components is offered. Conclusions: Reading comprehension in ASD may be affected by any one or several components in any given individual. Speech-language pathologists have expertise and play a critical role in assessing and intervening on these components. The age and language status (language impaired or not) of a child are emerging as important factors for what to assess and consider for intervention. However, more research is needed that intentionally examines language status, evaluates reading comprehension at targeted ages or narrower age ranges, and/or examines language and reading development longitudinally. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01