Huemer Sabine V, Mann Virginia
Department of Cognitive Sciences, University of California, Irvine, 2201 Social & Behavioral Sciences Gateway Building (SBS), Irvine, CA, 92697-5100, USA.
J Autism Dev Disord. 2010 Apr;40(4):485-93. doi: 10.1007/s10803-009-0892-3.
The present study examined intake data from 384 participants with autism spectrum disorders (ASD) and a comparison group of 100 participants with dyslexia on nine standardized measures of decoding and comprehension. Although diagnostic groups were based on parental reports and could not be verified independently, we were able to observe significant distinctions between subject groups. Overall findings confirm previous results of a disassociation between decoding and comprehension in ASD. Using a larger sample than previous studies and a greater variety of measures, a pattern of relatively intact decoding skills paired with low comprehension was found in autism, PDD-NOS, and Asperger's. In contrast, the dyslexic group showed the opposite pattern of stronger comprehension and weaker decoding.
本研究调查了384名自闭症谱系障碍（ASD）参与者以及100名诵读困难对照参与者在九项标准化解码和理解测试中的摄入数据。尽管诊断分组基于家长报告且无法独立核实，但我们能够观察到不同受试组之间的显著差异。总体研究结果证实了之前关于ASD中解码与理解能力分离的研究结果。本研究使用了比以往研究更大的样本量和更多样化的测试方法，发现在自闭症、未特定型广泛性发育障碍（PDD-NOS）和阿斯伯格综合征中，存在解码技能相对完好但理解能力较低的模式。相比之下，诵读困难组则呈现出理解能力较强而解码能力较弱的相反模式。
