Examining predictors of reading fluency in children with Autism Spectrum Disorder and children with Attention-Deficit/Hyperactivity Disorder / Sandra DÍEZ in Research in Autism, 138 (October 2026)  

Public ISBD [article]  inResearch in Autism > 138 (October 2026) . - p.203020 Titre : Examining predictors of reading fluency in children with Autism Spectrum Disorder and children with Attention-Deficit/Hyperactivity Disorder Type de document : texte imprimé Auteurs : Sandra DÍEZ, Auteur ; Inmaculada BAIXAULI, Auteur ; Carmen BERENGUER, Auteur Article en page(s) : p.203020 Langues : Anglais (eng) Mots-clés : ASD  ADHD  Reading fluency  Reading comprehension  Learning  Behavior  Communication abilities Index. décimale : PER Périodiques Résumé : Background This study investigates the predictors of reading fluency in children with Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) by adopting a multidimensional framework that integrates cognitive, linguistic, and behavioral factors. Methods and procedure The sample comprised 30 typically developing (TD) children, 35 children with ASD (without intellectual disability), and 36 children with ADHD, matched for age and IQ. Reading fluency, accuracy, and comprehension were assessed, along with cognitive, linguistic, and behavioral measures. Predictors of reading fluency were examined in children with ASD and ADHD using correlation and regression analyses. Results Group comparisons revealed distinct reading profiles, showing that children with ASD and ADHD exhibited significantly lower reading fluency than their TD peers, alongside deficits in reading accuracy and comprehension. Multiple linear regression analyses identified distinct within-group patterns of association for each clinical group. In the ASD group, although learning behaviors (persistence) and communication abilities were relevant factors, reading comprehension emerged as the sole unique significant predictor of reading fluency. In contrast, for the ADHD group, hyperactivity/impulsivity was the unique significant predictor, accounting for 44% of the variance. Conclusions and implications These findings suggest that reading fluency in ADHD is predominantly driven by behavioral regulation and inhibitory control, whereas in ASD it is more closely linked to higher-order linguistic processing. These findings suggest different descriptive profiles of association across groups rather than established disorder-specific mechanisms, highlighting the utility of comprehensive, profile-based educational assessments. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594 [article] Examining predictors of reading fluency in children with Autism Spectrum Disorder and children with Attention-Deficit/Hyperactivity Disorder [texte imprimé] / Sandra DÍEZ, Auteur ; Inmaculada BAIXAULI, Auteur ; Carmen BERENGUER, Auteur . - p.203020. Langues : Anglais (eng) in Research in Autism > 138 (October 2026) . - p.203020 Mots-clés : ASD  ADHD  Reading fluency  Reading comprehension  Learning  Behavior  Communication abilities Index. décimale : PER Périodiques Résumé : Background This study investigates the predictors of reading fluency in children with Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) by adopting a multidimensional framework that integrates cognitive, linguistic, and behavioral factors. Methods and procedure The sample comprised 30 typically developing (TD) children, 35 children with ASD (without intellectual disability), and 36 children with ADHD, matched for age and IQ. Reading fluency, accuracy, and comprehension were assessed, along with cognitive, linguistic, and behavioral measures. Predictors of reading fluency were examined in children with ASD and ADHD using correlation and regression analyses. Results Group comparisons revealed distinct reading profiles, showing that children with ASD and ADHD exhibited significantly lower reading fluency than their TD peers, alongside deficits in reading accuracy and comprehension. Multiple linear regression analyses identified distinct within-group patterns of association for each clinical group. In the ASD group, although learning behaviors (persistence) and communication abilities were relevant factors, reading comprehension emerged as the sole unique significant predictor of reading fluency. In contrast, for the ADHD group, hyperactivity/impulsivity was the unique significant predictor, accounting for 44% of the variance. Conclusions and implications These findings suggest that reading fluency in ADHD is predominantly driven by behavioral regulation and inhibitory control, whereas in ASD it is more closely linked to higher-order linguistic processing. These findings suggest different descriptive profiles of association across groups rather than established disorder-specific mechanisms, highlighting the utility of comprehensive, profile-based educational assessments. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203020 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594

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