[article]
Titre : |
Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
M. M. DAVIDSON, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur |
Article en page(s) : |
p.3524-3541 |
Langues : |
Anglais (eng) |
Mots-clés : |
Autism Reading comprehension Vocabulary Word reading Working memory |
Index. décimale : |
PER Périodiques |
Résumé : |
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. |
En ligne : |
http://dx.doi.org/10.1007/s10803-018-3617-7 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 |
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3524-3541
[article] Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory [Texte imprimé et/ou numérique] / M. M. DAVIDSON, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur . - p.3524-3541. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3524-3541
Mots-clés : |
Autism Reading comprehension Vocabulary Word reading Working memory |
Index. décimale : |
PER Périodiques |
Résumé : |
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. |
En ligne : |
http://dx.doi.org/10.1007/s10803-018-3617-7 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 |
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