| Title: |
The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher Functioning Autism Spectrum Disorder |
| Language: |
English |
| Authors: |
McIntryre, Nancy S.; Solari, Emily J.; Gonzalez, Joseph E.; Solomon, Marjorie; Lerro, Lindsay E.; Novotny, Stephanie; Oswald, Tasha M.; Mundy, Peter C. |
| Source: |
Grantee Submission. Sep 2017 47(9):2838-2860. |
| Peer Reviewed: |
Y |
| Page Count: |
23 |
| Publication Date: |
2017 |
| Sponsoring Agency: |
National Institute of Mental Health (DHHS/NIH); Institute of Education Sciences (ED) |
| Contract Number: |
1R01MH085904; R324A120168 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Adolescents; Attention Deficit Hyperactivity Disorder; Autism; Comparative Analysis; Elementary Secondary Education; Oral Language; Pervasive Developmental Disorders; Reading Comprehension; Reading Difficulties; Structural Equation Models; Word Recognition |
| DOI: |
10.1007/s10803-017-3209-y |
| Abstract: |
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. [This article was published in "Journal of Autism and Developmental Disorders" (EJ1152536).] |
| Abstractor: |
As Provided |
| Number of References: |
130 |
| IES Funded: |
Yes |
| Entry Date: |
2017 |
| Accession Number: |
ED581233 |
| Database: |
ERIC |