Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder.

ABSTRACT: Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration-a multi-component view-to examine individual differences in reading comprehension in school-age children (8-14 years) with ASD (n = 23) and typically developing control peers (n = 23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e.

SUBMITTER: Davidson MM 

PROVIDER: S-EPMC5735033 | biostudies-literature | 2017 Dec

REPOSITORIES: biostudies-literature