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Permanent link (DOI): https://doi.org/10.7939/R30P0X46M

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A meta-analysis on the reading comprehension skills of individuals with autism spectrum disorders Open Access

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Author or creator
Brown, Heather
Oram-Cardy, Janis
Johnson, Andrew
Additional contributors
Subject/Keyword
Reading comprehension
Semantic knowledge
Decoding
Autism spectrum disorders
Meta-analysis
Type of item
Journal Article (Published)
Language
English
Place
Time
Description
This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading comprehension was g = −0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension.
Date created
2013
DOI
doi:10.7939/R30P0X46M
License information
© 2013 Brown, H., Oram-Cardy, J., and Johnson, A. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
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Citation for previous publication
Brown, Heather, Oram-Cardy, Janis, & Johnson, Andrew. (2013). A meta-analysis on the reading comprehension skills of individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43(4), 932-955.  https://dx.doi.org/10.1007/s10803-012-1638-1

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