School of Education, University of California, Davis, USA.
Department of Psychology, University of California, Davis, USA.
J Autism Dev Disord. 2017 Sep;47(9):2838-2860. doi: 10.1007/s10803-017-3209-y.
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.
本研究对 8-16 岁的儿童进行了研究，旨在检验以下假设：对于许多具有高功能自闭症谱系障碍（HFASD）的学生而言，阅读理解障碍是其社会交往表现型的一部分。研究人员将 HFASD 患者（n=81）与具有高注意力缺陷/多动障碍症状（ADHD；n=39）或典型发育（TD；n=44）的患者进行了比较，这些患者接受了一系列全面的口语语言、单词识别和阅读理解测试。结果表明，与 TD 和 ADHD 组相比，HFASD 患者在大多数阅读和语言任务中的表现明显较低。结构方程模型表明，较高的 ASD 症状与较差的阅读理解结果有关；进一步的分析表明，这种关系受到口语语言技能的影响。
