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

REFERENCES

• Atkin, K., & Perlman-Lorch, M. (2006). Hyperlexia in a 4-year old boy with autistic spectrum disorder. Journal of Neurolinguistics, 19(4), 253–269. doi:10.1016/j.jneuroling.2005.11.006.
   Web of Science ®Google Scholar
• Attwood, T. (1998). Cognition. In Asperger's syndrome: A guide for parents and professionals (pp. 112–128). London, UK: Jessica Kingsley Publishers.
   Google Scholar
• Calhoon, J. A. (2001). Factors affecting the reading of rimes in words and nonwords in beginning readers with cognitive disabilities and typically developing readers: Explorations in similarity and differences in word recognition cue use. Journal of Autism and Developmental Disorders, 31(5), 491–504. doi:10.1023/A:1012268909286.
   PubMed Web of Science ®Google Scholar
• Carrow-Woolfolk, E. (1995). OWLS: Listening comprehension and oral expression scales. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Catts, H. W., Hogan, T. P., & Adlof, S. M. (2005). Developmental changes in reading and reading disabilities. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 25–40). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Craig, H. K., & Telfer, A. S. (2005). Hyperlexia and autism spectrum disorder: A case study of scaffolding language growth over time. Topics in Language Disorders, 25(4), 264–374.
   Google Scholar
• Dunn, L. M., & Dunn, L. M. (2007). The Peabody picture vocabulary test, fourth edition. Circle Pines, MN: American Guidance Service.
   Google Scholar
• Ehri, L. (2005a). Development of sight word reading: Phases and findings. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 135–154). Malden, MA: Blackwell Publishing.
   Google Scholar
• Ehri, L. (2005b). Learning to reading words: Theory, finding, and issues. Scientific Studies of Reading, 9, 351–365. doi:10.1207/s1532799xssr0902_4.
   Google Scholar
• Frith, U., & Snowling, M. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. British Journal of Developmental Psychology, 1, 329–342. doi:10.1111/j.2044-835X.1983.tb00906.x.
   Google Scholar
• Goldberg, T. E. (1987). On hermetic reading abilities. Journal of Autism and Developmental Disorders, 17(1), 29–44. doi:10.1007/BF01487258.
   PubMed Web of Science ®Google Scholar
• Goodlin-Jones, B. L., & Solomon, M. (2003). Contributions of psychology. In S. Ozonoff, S. J. Rogers, & R. L. Hendren (Eds.), Autism spectrum disorders: A research review for practitioners (pp. 55–85). Washington, D.C.: American Psychiatric Publishing.
   Google Scholar
• Huemer, S. V., & Mann, V. (2010). A comprehensive profile of decoding and comprehension in autism spectrum disorders. Journal of Autism and Developmental Disabilities, 40(4), 485–493. doi:10.1007/s10803-009-0892-3.
   PubMed Web of Science ®Google Scholar
• Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An investigation of language impairment in autism: Implications for genetic subgroups. Language and Cognitive Processes, 16(2/3), 287–308. doi:10.1080/01690960042000058.
   PubMed Web of Science ®Google Scholar
• Magee, P. A., & Newcomer, P. L. (1978). The relationship between oral language skills and academic achievement of learning disabled children. Learning Disability Quarterly, 1, 63–67. doi:10.2307/1510965.
   Web of Science ®Google Scholar
• McCleery, J. P., Tully, L., Sleve, L. R., & Schreibman, L. (2006). Consonant production patterns of young severely language-delayed children with autism. Journal of Communication Disorders, 39, 217–231. doi:10.1016/j.jcomdis.2005.12.002.
   PubMed Web of Science ®Google Scholar
• Minshew, N. J., Goldstein, G., Taylor, H. G., & Siegel, D. J. (1994). Academic achievement in high functioning autistic individuals. Journal of Clinical and Experimental Neuropsychology, 16(2), 261–270. doi:10.1080/01688639408402637.
   PubMed Web of Science ®Google Scholar
• Myles, B. S., Hilgenfeld, T. D., Barnhill, G. P., Griswold, D. E., Hagiwara, T., & Simpson, R. L. (2002). Analysis of reading skills in individuals with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 17(1), 44–47. doi:10.1177/10883576.
   Google Scholar
• Nation, K. (2005). Connections between language and reading. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 41–54). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Nation, K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment. Journal of Speech, Language, and Hearing Research, 47, 199–211. doi:10.1044/1092-4388(2004/017).
   PubMed Web of Science ®Google Scholar
• Nation, K., Clarke, P., Wright, B., & Williams, C. (2006). Patterns of reading ability in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 36(7), 911–919. doi:10.1007/s10803-006-0130-1.
   PubMed Web of Science ®Google Scholar
• Nation, K., & Norbury, C. F. (2005). Why reading comprehension fails: Insights from developmental disorders. Topics in Language Disorders, 25(1), 21–32. doi:10.1097/00011363-200501000-00004.
   Web of Science ®Google Scholar
• Nation, K., & Snowling, M. J. (1999). Developmental differences in sensitivity to semantic relations among good and poor comprehenders: Evidence from semantic priming. Cognition, 70, B1–B13. doi:10.1016/S0010-0277(99)00004-9.
   PubMed Web of Science ®Google Scholar
• Nation, K., & Snowling, M. J. (2000). Factors influencing syntactic awareness skills in normal readers and poor comprehenders. Applied Psycholinguistics, 21, 229–241. doi:10.1017/S0142716400002046.
   Web of Science ®Google Scholar
• Nation, K., & Snowling, M. J. (2004). Beyond phonological skills: Broader language skills contribute to the development of reading. Journal of Research in Reading, 27(4), 342–356. doi:10.1111/j.1467-9817.2004.00238.x.
   Web of Science ®Google Scholar
• National Research Council. (2001). Cognitive development. In C. Lord & J. P. McGee (Eds.), Educating children with autism (pp. 82–92). Committee on Educational Interventions for Children with Autism. Washington, D.C.: National Academy Press.
   Google Scholar
• Norbury, C., & Nation, K. (2011). Understanding variability in reading comprehension in adolescents with autism spectrum disorders: Interactions with language status and decoding skill. Scientific Studies of Reading, 15(3), 191–210. doi:10.1080/10888431003623553.
   Web of Science ®Google Scholar
• O'Connor, I. M., & Klein, P. D. (2004). Exploration of strategies for facilitating the reading comprehension of high-functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders, 34(2), 115–127. doi:10.1023/B:JADD.0000022603.44077.6b.
   PubMed Web of Science ®Google Scholar
• O'Connor, R. E., Jenkins, J. R., & Slocum, T. A. (1995). Transfer among phonological tasks in kindergarten: Essential instructional content. Journal of Educational Psychology, 87, 202–217. doi:10.1037/0022-0663.87.2.202.
   Web of Science ®Google Scholar
• Semel, E., Wiig, E. H., & Secord, W. A. (2003). Clinical evaluation of language fundamentals-fourth edition. San Antonio, TX: Harcourt Assessment.
   Google Scholar
• Snowling, M., & Frith, U. (1986). Comprehension in “hyperlexic” readers. Journal of Experimental Psychology, 42(3), 392–415. doi:10.1016/0022-0965(86)90033-0.
   Google Scholar
• St. Clair, M. C., Durkin, K., Conti-Ramsden, G., & Pickles, A. (2010). Growth of reading skills in children with a history of specific language impairment: The role of autistic symptomatology and language-related abilities. British Journal of Developmental Psychology, 28(1), 109–131. doi:10.13481026151009X480158.
   PubMed Web of Science ®Google Scholar
• Tager-Flusberg, H. (1981). Sentence comprehension in autistic children. Applied Psycholinguistics, 2, 5–24. doi:10.1017/S014271640000062X.
   Web of Science ®Google Scholar
• Torgeson, J., Wagner, R., & Rashotte, C. (1999). Test of word reading efficiency (TOWRE). Bloomington, MN: Pearson Assessments.
   Google Scholar
• Vellutino, F. R., Scanlon, D. M., Small, S. G., & Tanzman, M. S. (1991). The linguistic basis of reading ability: Converting written to oral language. Text, 11, 99–133.
   Google Scholar
• Wahlberg, T., & Magliano, J. P. (2004). The ability of high function individuals with autism to comprehend written discourse. Discourse Processes, 38(1), 119–144. doi:10.1207/s15326950dp3801_5.
   Web of Science ®Google Scholar
• Whitehouse, D., & Harris, J. C. (1984). Hyperlexia in infantile autism. Journal of Autism and Developmental Disorders, 14(3), 281–289. doi:10.1007/BF02409579.
   PubMed Web of Science ®Google Scholar
• Wise, J. C., Sevcik, R. A., Morris, R. D., Lovett, M. W., & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50(4), 1093–1109. doi:10.1044/1092-4388(2007/ 076).
   PubMed Web of Science ®Google Scholar
• Wolk, L., & Giesen, J. (2000). A phonological investigation of four siblings with childhood autism. Journal of Communication Disorders, 33, 371–389. doi:10.1016/S0021-9924(00)00021-6.
   PubMed Web of Science ®Google Scholar
• Woodcock, R. W. (1998). Woodcock reading mastery test, revised/normative update. Circle Pines, MN: American Guidance Service.
   Google Scholar