The Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder

Nancy S. McIntyre, Emily J. Solari, Joseph E. Gonzales, Marjorie Solomon Friedman, Lindsay E. Lerro, Stephanie Novotny, Tasha M. Oswald, Peter Clive Mundy

Research output: Contribution to journalArticle

19 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)1-23
Number of pages23
JournalJournal of Autism and Developmental Disorders
DOIs
StateAccepted/In press - Jun 17 2017

Keywords

  • ADHD
  • Autism spectrum disorder
  • Oral language
  • Reading comprehension
  • Social communication
  • Word recognition

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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