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Exceptionality
A Special Education Journal
Volume 22, 2014 - Issue 3
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Original Articles

The Relationship Among Oral Language, Decoding Skills, and Reading Comprehension in Children with Autism

Kathleen A. CroninNew Mexico State UniversityCorrespondence[email protected]
Pages 141-157 | Received 27 Nov 2012, Accepted 21 Oct 2013, Published online: 10 Jul 2014

Citations (14)

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Read on this site (3)

Kiri Mealings, Kelly Miles & Joerg M. Buchholz. (2023) A METHODOLOGICAL REVIEW OF LISTENING COMPREHENSION TESTS FOR PRIMARY SCHOOL CHILDREN. International Journal of Listening 0:0, pages 1-34.
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Shelley Xiuli Tong, Ruby Wing Yan Wong, Joyce Lok Yin Kwan & Joanne Arciuli. (2020) Theory of Mind as a Mediator of Reading Comprehension Differences between Chinese School-Age Children with Autism and Typically Developing Peers. Scientific Studies of Reading 24:4, pages 292-306.
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Grace Hao & Thomas L. Layton. (2018) Early academic skills in Chinese children with autism spectrum disorders. Speech, Language and Hearing 21:1, pages 55-65.
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Articles from other publishers (11)

Ying Wang, Zhu Lan, Isabella Duan, Peng Peng, Wei Wang & Tengfei Wang. (2022) A meta-analysis on the cognitive and linguistic correlates of reading skills among children with ASD. Reading and Writing 36:6, pages 1487-1514.
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Jing Zhao, Zeying Gao, Jialin Lai & R. Malatesha Joshi. (2021) The relationship between autism traits and listening comprehension among Chinese preschool children with autism spectrum disorder. Reading and Writing 36:6, pages 1441-1459.
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Manuel Ojea Rúa. (2023) Incidence of cognitive processing dimension for the diagnostic reliability of level-1 autism spectrum disorder. International Journal for Innovation Education and Research 11:2, pages 75-85.
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Ana Paula Vale, Carina Fernandes & Susana Cardoso. (2022) Word reading skills in autism spectrum disorder: A systematic review. Frontiers in Psychology 13.
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Tamara Sorenson Duncan, Manasi Karkada, S. Hélène Deacon & Isabel M. Smith. (2021) Building Meaning: Meta‐analysis of Component Skills Supporting Reading Comprehension in Children with Autism Spectrum Disorder. Autism Research 14:5, pages 840-858.
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Troy V. Mariage, Carol Sue Englert & Joshua B. Plavnick. (2020) Teaching Early Learners With Autism to Follow Written Directions: Making Text Mediate Action to Promote Independence. Focus on Autism and Other Developmental Disabilities 36:1, pages 36-46.
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Camila Fragoso RIBEIRO, Tatiana Pontrelli MECCA, Gabriel Rodriguez BRITO & Alessandra Gotuzo SEABRA. (2021) Reconhecimento de Palavras, Fluência e Compreensão de Leitura em Alunos com Transtorno do Espectro Autista. Revista Brasileira de Educação Especial 27.
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Meghan M. Davidson, Margarita Kaushanskaya & Susan Ellis Weismer. (2018) Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory. Journal of Autism and Developmental Disorders 48:10, pages 3524-3541.
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Meghan M Davidson & Susan Ellis Weismer. (2018) A preliminary investigation of parent-reported fiction versus non-fiction book preferences of school-age children with autism spectrum disorder. Autism & Developmental Language Impairments 3, pages 239694151880610.
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Benjamin Bailey & Joanne Arciuli. (2018) Subskills associated with spelling ability in children with and without autism spectrum disorders. Autism & Developmental Language Impairments 3, pages 239694151880380.
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Meghan M. Davidson & Susan Ellis Weismer. (2017) Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder. Autism Research 10:12, pages 2002-2022.
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