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Reading Comprehension in Children With and Without ASD: The Role of Word Reading Oral Language and Working Memory

机译：有或没有自闭症的儿童的阅读理解：阅读口语和工作记忆的作用

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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.
机译：单词阅读和口语可以预测自闭症谱系障碍（ASD）患者的阅读能力，这通常很差。然而，尽管有文献记载的弱点，但工作记忆（WM）作为ASD中阅读理解的预测指标尚未得到彻底研究。这项研究使用ASD（n = 19）的儿童（n = 19）和他们典型的同龄人（n = 24），使用抽象的形状，熟悉的物体和书面文字，检验了三个平行的WM N背任务的作用。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，随着年龄，单词阅读，词汇和组别的增加，这些关系变得不重要了。口头词汇成为阅读理解的最强预测指标。

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