Reading comprehension improvement in autism.

Front Psychiatry

Department of Psychology, College of Arts and Sciences, University of Alabama at Birmingham, Birmingham, AL, United States.

Published: March 2024

AI Article Synopsis

  • A study investigated how the Visualizing and Verbalizing (V/V) intervention affects reading comprehension in autistic children who can decode words but struggle with understanding them.
  • The research involved comparing the reading comprehension scores of autistic children who received the intervention (AUT-EXP) and those in a waitlist control group (AUT-WLC), along with a non-autistic group.
  • Results showed significant improvement in the AUT-EXP group’s reading comprehension, suggesting that the V/V intervention is effective, particularly by enhancing verbal memory skills in these children.

Article Abstract

Introduction: A subset of autistic children excel at word decoding but have difficulty with reading comprehension (i.e., the ). Prior research suggests the Visualizing and Verbalizing (V/V) for language comprehension and thinking intervention helps improve reading comprehension in autistic children with this reading profile. Previous studies have demonstrated the role of vocabulary, memory, and social functioning in reading comprehension; however, predictors and moderators of reading comprehension within this specific profile of autistic readers have not been thoroughly explored.

Methods: In this study, we examined the effectiveness of the V/V intervention by comparing reading comprehension scores between groups and across time. Participants included a sample of autistic children (AUT-EXP; n=22) and a waitlist control group of autistic children (AUT-WLC; n=17) with reading comprehension difficulties, as well as a sample of non-autistic children (Non-AUT; n=26) (all age 8-13 years). AUT-EXP and AUT-WLC groups completed a battery of cognitive assessments during pre and post tests. We also analyzed whether cognitive assessment scores predicted reading comprehension, and examined the moderating effects of group (AUT-EXP vs. AUT-WLC) on these relationships.

Results: The AUT-EXP group significantly improved in their pre to post reading comprehension scores ((21)=4.19, <.001, =.89), whereas the AUT-WLC group did not. Verbal memory significantly predicted reading comprehension, though group did not moderate relationships between cognitive test performance and reading comprehension.

Discussion: Results suggest that the V/V intervention may help improve reading comprehension for autistic children with the discrepant poor comprehender reading profile. Additionally, strategies for improving verbal memory may indirectly enhance reading comprehension in autistic children with this reading profile.

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Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10982812PMC
http://dx.doi.org/10.3389/fpsyt.2024.1292018DOI Listing

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