Communication Sciences and Disorders and the Waisman Center, University of Wisconsin-Madison, Madison, WI, USA.
School of Behavioral and Brain Sciences and the Callier Center for Communication Disorders, The University of Texas at Dallas, 1966 Inwood Road, Dallas, TX, 75235, USA.
J Autism Dev Disord. 2018 Oct;48(10):3524-3541. doi: 10.1007/s10803-018-3617-7.
Word reading and oral language predict reading comprehension, which is generally poor, in individuals with autism spectrum disorder (ASD). However, working memory (WM), despite documented weaknesses, has not been thoroughly investigated as a predictor of reading comprehension in ASD. This study examined the role of three parallel WM N-back tasks using abstract shapes, familiar objects, and written words in children (8-14 years) with ASD (n = 19) and their typically developing peers (n = 24). All three types of WM were significant predictors of reading comprehension when considered alone. However, these relationships were rendered non-significant with the addition of age, word reading, vocabulary, and group entered into the models. Oral vocabulary emerged as the strongest predictor of reading comprehension.
在自闭症谱系障碍（ASD）患者中，单词阅读和口语语言可预测阅读理解能力，而后者通常较差。然而，工作记忆（WM）尽管存在记录在案的缺陷，但并未作为 ASD 阅读理解的预测指标进行彻底研究。本研究使用抽象形状、熟悉物体和书面文字，检查了三项平行的 WM N-回任务在 ASD 儿童（8-14 岁，n=19）及其典型发育同伴（n=24）中的作用。当单独考虑时，所有三种类型的 WM 都是阅读理解的重要预测指标。但是，随着将年龄、单词阅读、词汇量和组添加到模型中，这些关系变得不显著。口语词汇量是阅读理解的最强预测指标。
