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首页> 外文期刊>Autism research: official journal of the International Society for Autism Research >Reading comprehension of ambiguous sentences by school‐age children with autism spectrum disorder
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Reading comprehension of ambiguous sentences by school‐age children with autism spectrum disorder

机译：学龄儿童含有自闭症谱系疾病的含糊不清判决的理解

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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., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi‐component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002–2022 . ? 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension.
机译：弱势连贯性（加工细节GIST），口腔语言能力差，抑制不良，语义干扰，差的理解监测都涉嫌影响自闭症谱系（ASD）中个体的阅读理解。本研究鉴定了不同支持技能作为上下文整合所需的集体技能的贡献 - 多组分视图 - 以检查学龄儿童（8-14岁）的阅读理解差异（N-2 = ？23）并且通常显影控制同行（n？=Δ23）。参与者完成了书面模糊的句子理解任务，其中参与者必须将上下文集成来确定通过图片选择来确定正确的同音异调。评估了理解产品（即阅读后的离线表示）和过程（即，阅读期间的在线处理）。结果表明，具有ASD的子女，类似于其TD对等体，集成了在阅读时访问正确的阳印含义的上下文。但是，在阅读句子之后，当参与者被要求选择含义时，这两个组都经历了两种含义之间的语义干扰。这种语义干扰阻碍了ASD句子表示的孩子比同龄人更大程度。年龄/发展的个人差异，词识别，词汇广度（即词汇中的单词数），以及词汇深度（即，同声义的知识）促进了亚当和同龄人的两个孩子的句子理解。此证据支持多组件视图，并且帮助亚摩沙的儿童开发词汇深度可能对他们的阅读理解具有级联影响。自闭症es 2017,10：2002-2022。还2017年国际自闭症研究协会，Wiley期刊，Inc。摘要像他们的同龄人一样，有ASD的儿童能够集成上下文，或者在用模糊的单词读取句子的同时集成上下文或链接词（具有两个含义的单词）。在阅读句子之后，两组难以挑选模糊句子的正确含义，并且对于ASD的参与者来说，这一决定更难。更老的孩子，具有更好的阅读能力的儿童，以及具有更高词汇的儿童更好地了解含糊不清的句子。帮助ASD开发更丰富的词汇表的儿童对于改善他们的阅读理解可能是重要的。

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