Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill. / Norbury, Courtenay; Nation, Kate.

In: Scientific Studies of Reading, 2011, p. 191-210.

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Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill. / Norbury, Courtenay; Nation, Kate.

In: Scientific Studies of Reading, 2011, p. 191-210.

Research output: Contribution to journalArticlepeer-review

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@article{50d93ef6459a449ba1a02bf4ac647fa3,
title = "Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill",
abstract = "Although it is well recognized that reading skills vary in people with autism spectrum disorders (ASD), reasons for this variability are not well understood. We used the simple view of reading model to investigate both word decoding and text comprehension processes in two well-established subtypes within the autism spectrum, those with age-appropriate structural language skills and those structural language impairments. Generally, participants with language impairments performed less well than those with age-appropriate language skills. Word-level reading was a relative strength for both groups, although it showed declines with age. Comprehension weaknesses were especially marked among those with poor structural language skills. Reading outcomes in ASD are related to variations both in decoding and comprehension and in the oral language skills that support the development of these processes. ",
keywords = "autism spectrum disorder, reading",
author = "Courtenay Norbury and Kate Nation",
year = "2011",
language = "English",
pages = "191--210",
journal = "Scientific Studies of Reading",
issn = "1088-8438",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Understanding Variability in Reading Comprehension in Adolescents With Autism Spectrum Disorders: Interactions With Language Status and Decoding Skill

AU - Norbury, Courtenay

AU - Nation, Kate

PY - 2011

Y1 - 2011

N2 - Although it is well recognized that reading skills vary in people with autism spectrum disorders (ASD), reasons for this variability are not well understood. We used the simple view of reading model to investigate both word decoding and text comprehension processes in two well-established subtypes within the autism spectrum, those with age-appropriate structural language skills and those structural language impairments. Generally, participants with language impairments performed less well than those with age-appropriate language skills. Word-level reading was a relative strength for both groups, although it showed declines with age. Comprehension weaknesses were especially marked among those with poor structural language skills. Reading outcomes in ASD are related to variations both in decoding and comprehension and in the oral language skills that support the development of these processes.

AB - Although it is well recognized that reading skills vary in people with autism spectrum disorders (ASD), reasons for this variability are not well understood. We used the simple view of reading model to investigate both word decoding and text comprehension processes in two well-established subtypes within the autism spectrum, those with age-appropriate structural language skills and those structural language impairments. Generally, participants with language impairments performed less well than those with age-appropriate language skills. Word-level reading was a relative strength for both groups, although it showed declines with age. Comprehension weaknesses were especially marked among those with poor structural language skills. Reading outcomes in ASD are related to variations both in decoding and comprehension and in the oral language skills that support the development of these processes.

KW - autism spectrum disorder

KW - reading

M3 - Article

SP - 191

EP - 210

JO - Scientific Studies of Reading

JF - Scientific Studies of Reading

SN - 1088-8438

ER -