Centre for Educational Development, Appraisal and Research (CEDAR), University of Warwick, Coventry, UK.
J Autism Dev Disord. 2013 Apr;43(4):807-16. doi: 10.1007/s10803-012-1619-4.
Reading comprehension is an area of difficulty for many individuals with autism spectrum disorders (ASD). According to the Simple View of Reading, word recognition and oral language are both important determinants of reading comprehension ability. We provide a novel test of this model in 100 adolescents with ASD of varying intellectual ability. Further, we explore whether reading comprehension is additionally influenced by individual differences in social behaviour and social cognition in ASD. Adolescents with ASD aged 14-16 years completed assessments indexing word recognition, oral language, reading comprehension, social behaviour and social cognition. Regression analyses show that both word recognition and oral language explain unique variance in reading comprehension. Further, measures of social behaviour and social cognition predict reading comprehension after controlling for the variance explained by word recognition and oral language. This indicates that word recognition, oral language and social impairments may constrain reading comprehension in ASD.
阅读理解是许多自闭症谱系障碍（ASD）患者的困难领域。根据阅读的简单观点，单词识别和口语都是阅读理解能力的重要决定因素。我们在 100 名具有不同智力能力的 ASD 青少年中提供了该模型的新测试。此外，我们还探讨了阅读理解是否还受到 ASD 中社交行为和社会认知的个体差异的影响。14-16 岁的 ASD 青少年完成了评估，评估了单词识别、口语、阅读理解、社交行为和社会认知。回归分析表明，单词识别和口语都解释了阅读理解的独特差异。此外，在控制了单词识别和口语所解释的差异后，社交行为和社会认知的衡量标准可以预测阅读理解。这表明，单词识别、口语和社交障碍可能会限制 ASD 中的阅读理解。
