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首页> 外文期刊>Journal of Autism and Developmental Disorders >Teaching Children with Autism to Read for Meaning: Challenges and Possibilities
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Teaching Children with Autism to Read for Meaning: Challenges and Possibilities

机译：教自闭症儿童阅读意义：挑战与可能性

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摘要

The purpose of this literature review is to examine what makes reading for understanding especially challenging for children on the autism spectrum, most of whom are skilled at decoding and less skilled at comprehension. This paper first summarizes the research on reading comprehension with a focus on the cognitive skills and processes that are involved in gaining meaning from text and then reviews studies of reading comprehension deficits in children on the spectrum. The paper concludes with a review of reading comprehension interventions for children on the spectrum. These children can especially benefit from interventions addressing particular cognitive processes, such as locating antecedent events, generating and answering questions, locating referents, and rereading to repair understanding.
机译：这篇文献综述的目的是研究使阅读理解对于自闭症谱系儿童尤其具有挑战性的原因，其中大多数人擅长解码，而理解力较弱。本文首先总结了阅读理解的研究，重点是从文本中获取意义所涉及的认知技能和过程，然后回顾了频谱上儿童阅读理解不足的研究。本文最后总结了针对儿童的阅读理解干预措施。这些孩子尤其可以从针对特定认知过程的干预中受益，例如定位先行事件，生成和回答问题，定位被指以及重新阅读以恢复理解。

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