Early Reading Comprehension Intervention for Preschoolers with Autism Spectrum Disorder and Hyperlexia

2021 ◽  
Author(s):  
Dianne Macdonald ◽  
Gigi Luk ◽  
Eve-Marie Quintin
Keyword(s):  
Autism Spectrum Disorder ◽  
Reading Comprehension ◽  
Early Reading ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Comprehension Intervention

scholarly journals Reading for Comprehension in Individuals with Down Syndrome, Autism Spectrum Disorder and Typical Development: Similar or Different Patterns of Ability?

2021 ◽  
Vol 11 (7) ◽  
pp. 828
Author(s):  
Maja Roch ◽  
Kate Cain ◽  
Christopher Jarrold
Keyword(s):  
Autism Spectrum Disorder ◽  
Down Syndrome ◽  
Reading Comprehension ◽  
Language Comprehension ◽  
Oral Language ◽  
Word Reading ◽  
Autism Spectrum ◽  
Receptive Vocabulary ◽  
Spectrum Disorder ◽  
Reading Accuracy

Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show difficulties in reading comprehension despite better developed reading accuracy. Reading comprehension difficulties are influenced by poor oral language. These difficulties are common in individuals with DS and autism spectrum disorder (ASD), but they have never been compared directly. Moreover, the components of reading for comprehension have rarely been investigated in these populations: a better understanding of the nature of reading comprehension difficulties may inform both theory and practice. The aim of this study was to determine whether reading comprehension in the two populations is accounted for by the same component skills and to what extent the reading profile of the two atypical groups differs from that of typically developing children (TD). Fifteen individuals with DS (mean age = 22 years 4 months, SD = 5 years 2 months), 21 with ASD (mean age = 13 years 2 months, SD = 1 year 6 months), and 42 TD children (mean age = 8 years 1 month, SD = 7 months) participated and were assessed on measures of receptive vocabulary, text reading and listening comprehension, oral language comprehension, and reading accuracy. The results showed similar levels in word reading accuracy and in receptive vocabulary in all three groups. By contrast, individuals with DS and ASD showed poorer non-word reading and reading accuracy in context than TD children. Both atypical groups showed poorer listening and reading text comprehension compared to TD children. Reading for comprehension, investigated through a homograph reading accuracy task, showed a different pattern for individuals with DS with respect to the other two groups: they were less sensitive to meaning while reading. According to the SVR, the current results confirm that the two atypical groups have similar profiles that overlap with that of poor comprehenders in which poor oral language comprehension constrains reading for comprehension.

The Effects of a Computer-Aided Listening Comprehension Intervention on the Generalized Communication of Students With Autism Spectrum Disorder and Intellectual Disability

2019 ◽  
Vol 34 (4) ◽  
pp. 269-283
Author(s):  
Belva C. Collins ◽  
Diane M. Browder ◽  
Kathryn L. Haughney ◽  
Caryn Allison ◽  
Kathy Fallon
Keyword(s):  
Autism Spectrum Disorder ◽  
Intellectual Disability ◽  
Listening Comprehension ◽  
Functional Relation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Dependent Variables ◽  
Computer Aided ◽  
Students With Autism ◽  
Comprehension Intervention

In this study, a computer-aided listening comprehension intervention package supported both listening comprehension and communication goals for three students with autism spectrum disorder (ASD) and intellectual disability (ID). The package consisted of systematic instruction (i.e., system of least prompts [SLP] procedure) to teach listening comprehension, an iPad-supported electronic communication book, and a peer support arrangement. The students with ASD and ID who participated in the study increased both listening comprehension and communication skills, while showing an increase in generalizing communication turns to interactions with their peers without disabilities. The researchers found a functional relation between the SLP procedure and both dependent variables. All three participants experienced concurrent growth between the dependent variables, implying a connection between text-based listening comprehension and communication outcomes. Further implications for academic instruction for students with ASD who use augmentative and alternative communication as well as for future inquiry concerning cross-modal generalization to social communication discourse are discussed.

Hiding in Plain Sight: Text Comprehension, Hyperlexia, and Adolescents With Autism Spectrum Disorder

2019 ◽  
Vol 4 (3) ◽  
pp. 438-446
Author(s):  
Shari B. Robertson
Keyword(s):  
Autism Spectrum Disorder ◽  
Reading Comprehension ◽  
Academic Success ◽  
Text Comprehension ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Decoding Skills ◽  
Adolescent Readers ◽  
Adolescents With Autism ◽  
Comprehension Deficit

Purpose Reading comprehension is a critical skill for success in academic, social, and vocational settings. However, comprehension problems for readers with autism spectrum disorder (ASD) are often overlooked during the period when most children are learning to read, masked by strong early decoding skills, a good memory for specific facts, and an understanding of concrete content. As students progress through the grades, the content of what they must read to be successful becomes increasingly complex and the comprehension deficit, present but unrecognized from the earliest interactions with text, is revealed. This article provides an overview of how the core deficits of individuals with ASD impact on the reading comprehension and academic success of older students. Conclusion Identification and intervention to address the underlying comprehension deficit has the potential to provide benefit in academic and personal pursuits of adolescent readers with ASD.

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