Do Individuals with Autism Change Their Reading Behavior to Adapt to Errors in the Text?

Micai, Martina; Vulchanova, Mila; Saldaña, David

doi:10.1007/s10803-019-04108-8

Cited by 9 publications

(7 citation statements)

References 30 publications

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“…Problems in word learning in highly verbal individuals on the autism spectrum Extant research also documents selective impairments in the word learning domain. Semantic problems reflecting poor subsequent word consolidation and integration have been attested (Henderson et al, 2014;Micai et al, 2019) along with impaired interpretation of word meaning, especially in context (Frith & Snowling, 1983;Happe ´, 1997). These findings have led scholars to suggest a specific semantic problem in autism.…”

Section: The Verbal Profile In Asdmentioning

confidence: 99%

Word learning in ASD: the sensorimotor, the perceptual and the symbolic

2023

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Word learning requires successful pairing of form and meaning. A common hypothesis about the process of word learning is that initially, infants work on identifying the phonological segments corresponding to words (speech analysis), and subsequently map those segments onto meaning. A range of theories have been proposed to account for the underlying mechanisms and factors in this remarkable achievement. While some are mainly concerned with the sensorimotor affordances and perceptual properties of referents out in the world, other theories emphasize the importance of language as a system, and the relations among language units (other words or syntax). Recent approaches inspired by neuro-science suggest that the storage and processing of word meanings is supported by neural systems subserving both the representation of conceptual knowledge and its access and use (Lambon Ralph et al., Nature Reviews Neuroscience 18:42–55, 2017). Developmental disorders have been attested to impact on different aspects of word learning. While impaired word knowledge is not a hallmark of Autism Spectrum Disorder (ASD), and remains largely understudied in this population, there is evidence that there are, sometimes subtle, problems in that domain, reflected in both how such knowledge is acquired and how words are used (Vulchanova et al., Word knowledge and word usage: A cross-disciplinary guide to the mental lexicon, Mouton De Gruyter, 2020). In addition, experimental evidence suggests that children with autism present with specific problems in categorizing the referents of linguistic labels leading to subsequent problems with using those labels (Hartley and Allen, Autism 19:570–579, 2015). Furthermore, deficits have been reported in some of the underlying mechanisms, biases and use of cues in word learning, such as e.g., object shape (Field et al., Journal of Autism and Developmental Disorders 46:1210–1219, 2016; Tek et al., Autism Research 1:208–222, 2008). Finally, it is likely that symbol use might be impaired in ASD, however, the direction of the causal relationship between social and communication impairment in autism and symbolic skills is still an open question (Allen and Lewis, Journal of Autism and Developmental Disorders 45:1–3, 2015; Allen and Butler, British Journal of Developmental Psychology 38:345–362, 2020; Wainwright et al., Journal of Autism and Developmental Disorders 50:2941–2956, 2020). Further support for impaired symbol formation in autism comes from the well-attested problems with figurative, non-literal language use (e.g., metaphors, idioms, hyperbole, irony) (Vulchanova et al., Frontiers in Human Neuroscience 9:24, 2015). Here we propose that embodied theories of cognition which link perceptual experience with conceptual knowledge (see Eigsti, Frontiers in Psychology 4:224, 2013; Klin et al., Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 358:345–360, 2003) might be useful in explaining the difficulty in symbolic understanding that individuals with autism face during the word learning process.

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Section: The Verbal Profile In Asdmentioning

confidence: 99%

Word learning in ASD: the sensorimotor, the perceptual and the symbolic

2023

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“…Although reading off‐line and outcome measures might be equivalent, we were especially interested in exploring online processing to detect potential differences in the way readers with ASD process text. Subtle differences between individuals with ASD and typically developing persons could be captured by exploring their reading strategy using eye tracking [Au‐Yeung, Kaakinen, Liversedge, & Benson, 2015; Davidson & Ellis Weismer, 2017; Howard, Liversedge, & Benson, 2017; Howard, Zhang, & Benson, 2019; Liversedge, & Benson, 2015; Micai, Joseph, Vulchanova, & Saldaña, 2017; Micai et al, 2019; Sansosti, Was, Rawson, & Remaklus, 2013]. Considering previous studies about online processing, our hypothesis was that eye movement measures and strategic reading behavior would differ between readers with and without ASD, even after controlling for oral language and other relevant variables.…”

Section: Introductionmentioning

confidence: 99%

“…Several studies found executive dysfunction in people with ASD compared to typically developing controls on planning, flexibility tasks requiring response inhibition, attention, monitoring, working memory, fluency, concept formation, and preparatory processing [for reviews, Craig et al, 2016;Hill, 2004;O'Hearn, Asato, Ordaz, & Luna, 2008]. However, only a few studies, exploring the possible relationship between executive function and reading in ASD, document that individuals with ASD monitor reading differently compared to control groups [Koolen et al, 2012[Koolen et al, , 2013[Koolen et al, , 2014Micai, Vulchanova, & Saldaña, 2019].…”

Section: Introductionmentioning

confidence: 99%

Reading Goals and Executive Function in Autism: An Eye‐Tracking Study

2020

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The sources of reading comprehension difficulties in people with autism spectrum disorder (ASD) are still open to discussion. We explored their ability to adapt reading strategies to different reading goals using eye‐tracking technology. A group of participants with ASD, and intelligence‐, receptive oral language‐ and reading skills‐matched control peers, read three stories under three different reading goals conditions: read for entertainment; read for study; and read fast and search information for a previously presented question. Each text required participants to answer comprehension questions. The ASD group was less accurate in question answering. The control group was faster in reading questions, displayed more fixations on the text, and reported to be more confident in question answering during reading for study compared to reading for entertainment. These differences between reading goals were not observed in the ASD group. The control group adopted and was aware of using different reading strategies according to different reading goals. In contrast, the ASD group did not change their reading behavior and strategies between entertainment and study reading goal condition, showing less of a tendency to adopt deep‐level processing strategies when necessary. Planning, as measured by Tower of Hanoi, was the only executive task that predicted individual differences in text reading time across conditions. Participants with better planning ability were also able to adapt their reading behavior to different reading instructions. Difficulties in adjusting the reading behavior according to the task, evaluating own performance and planning may be partly involved in reading comprehension problems in ASD. Lay abstract The control group read questions faster, reported to be more confident in question answering during reading for study compared to reading for entertainment, and were aware of using different reading strategies according to different reading goals. In contrast, the autistic group did not change their reading behavior and strategies according to the reading goal. Difficulties in adjusting the reading behavior according to the task, in evaluating own performance and in planning may be partly involved in reading comprehension problems in autism. Autism Res 2021, 14: 1007–1024. © 2020 International Society for Autism Research, Wiley Periodicals, LLC

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“…These disturbances have been considered one of its neuropsychological manifestations, although with mixed findings (Leung and Zakzanis, 2014). These outcomes also coincide with the difficulties identified in students with ASD in adapting reading strategies to various reading materials and task demands (Micai et al, 2019). A competent reader must be able to change strategies while reading a text and adapt them to the different objectives and/or requirements presented.…”

Section: Discussionmentioning

confidence: 79%

Reading and Writing Skills in Adolescents With Autism Spectrum Disorder Without Intellectual Disability

et al. 2021

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The purpose of this study is to extend the knowledge about academic achievement in individuals with autism spectrum disorder (ASD). To this end, first, we analyzed differences in a wide range of reading and writing skills in adolescents with ASD without intellectual disability (ASD-WID) and adolescents with typical development (TD). Second, these two groups were compared on academic outcomes in core subjects and indicators of successful transition to secondary school. Third, the potential contribution of literacy skills to academic outcomes was examined in the two groups. Participants were 56 adolescents between 12 and 14 years old, 30 with ASD-WID and 26 with TD. Results showed no significant differences between the two groups on measures of reading fluency or literal and inferential comprehension. However, the performance of the group with ASD was significantly lower on reading comprehension processes that assess cognitive flexibility. Regarding their written expression skills, significant differences were observed between the group with ASD and the group with TD on most of the indicators analyzed as: productivity, lexical diversity, and overall coherence (resolution component). In addition, findings showed that the deficits in reading and writing observed in the adolescents with ASD significantly affected their academic achievement, which was lower than that of their peers with TD and below what would be expected based on their intellectual capacity. Moreover, their families’ perceptions of the transition to high school reflected worse adjustment and lower self-esteem, confidence, and motivation.

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Do Individuals with Autism Change Their Reading Behavior to Adapt to Errors in the Text?

Cited by 9 publications

References 30 publications

Word learning in ASD: the sensorimotor, the perceptual and the symbolic

Word learning in ASD: the sensorimotor, the perceptual and the symbolic

Reading Goals and Executive Function in Autism: An Eye‐Tracking Study

Reading and Writing Skills in Adolescents With Autism Spectrum Disorder Without Intellectual Disability

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