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

Meghan M Davidson, Margarita Kaushanskaya, Susan Ellis Weismer, Meghan M Davidson, Margarita Kaushanskaya, Susan Ellis Weismer

Abstract

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.

Keywords: Autism; Reading comprehension; Vocabulary; Word reading; Working memory.

Conflict of interest statement

Conflict of Interest

The authors declare that they have no conflicts of interest.

Figures

Figure 1
Figure 1
Example stimuli and visual depiction of stimuli presentation for the Shape, Object, and Word working memory tasks. Participants decided if the current item matched the item presented two positions before (i.e., 2-back). Items with dotted borders indicate items that do not match and items with solid borders indicate items that do match.

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