The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-9 (September 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2838-2860 Titre : The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Joseph E. GONZALES, Auteur ; Marjorie SOLOMON, Auteur ; Lindsay E. LERRO, Auteur ; Stephanie NOVOTNY, Auteur ; Tasha M. OSWALD, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.2838-2860 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Reading comprehensio;n Word recognition  Oral language  Social communication  ADHD Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1007/s10803-017-3209-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Emily J. SOLARI, Auteur ; Joseph E. GONZALES, Auteur ; Marjorie SOLOMON, Auteur ; Lindsay E. LERRO, Auteur ; Stephanie NOVOTNY, Auteur ; Tasha M. OSWALD, Auteur ; Peter C. MUNDY, Auteur . - p.2838-2860. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2838-2860 Mots-clés : Autism spectrum disorder  Reading comprehensio;n Word recognition  Oral language  Social communication  ADHD Index. décimale : PER Périodiques Résumé : 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. En ligne : https://doi.org/10.1007/s10803-017-3209-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

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