Arciuli Joanne, Stevens Kirsten, Trembath David, Simpson Ian Craig
J Speech Lang Hear Res. 2013 Dec;56(6):1837-44. doi: 10.1044/1092-4388(2013/12-0034).
This study was designed to shed light on the profile of reading ability in children with autism spectrum disorder (ASD). A key aim was to examine the relationship between parent report of adaptive behavior and direct assessment of reading ability in these children.
The authors investigated children's reading ability using the Wide Range Achievement Test—Fourth Edition (Wilkinson & Robertson, 2006) and the Neale Analysis of Reading Ability—Third Edition (Neale, 2007). Parent report data was collected using the Vineland Adaptive Behavior Scales—Second Edition (Sparrow, Cicchetti, & Balla, 2005). Participants were 21 children with ASD (6-11 years) and their primary caregivers.
Direct assessment of children's reading ability showed that some children with ASD have difficulty learning to read and exhibit particular weaknesses in comprehension. The results revealed positive relationships between Vineland Adaptive Behavior Scales scores in the Adaptive Communication domain and direct assessment of children's reading ability across 3 measures of reading (word-level accuracy, passage-level accuracy, and passage-level comprehension).
Although literacy levels vary among children with ASD, some clearly struggle with reading. There is a significant relationship between parent self-report of adaptive behavior and direct assessment of children's reading ability.
本研究旨在阐明自闭症谱系障碍（ASD）儿童的阅读能力概况。一个关键目标是检验这些儿童的适应性行为家长报告与阅读能力直接评估之间的关系。
作者使用《广泛成就测验第四版》（威尔金森和罗伯逊，2006年）以及《尼尔阅读能力分析第三版》（尼尔，2007年）来调查儿童的阅读能力。使用《文兰适应性行为量表第二版》（斯帕罗、西契迪和巴拉，2005年）收集家长报告数据。参与者为21名患有ASD的儿童（6 - 11岁）及其主要照顾者。
对儿童阅读能力的直接评估表明，一些患有ASD的儿童在学习阅读方面存在困难，并且在阅读理解方面表现出特别的弱点。结果显示，在适应性沟通领域，《文兰适应性行为量表》得分与通过三项阅读测量（单词水平准确性、篇章水平准确性和篇章水平理解）对儿童阅读能力的直接评估之间存在正相关关系。
尽管ASD儿童的识字水平各不相同，但一些儿童在阅读方面明显存在困难。适应性行为的家长自我报告与儿童阅读能力的直接评估之间存在显著关系。
