Reading Comprehension and Autism in the Primary General Education Classroom

Nguyen, Neal Nghia; Leytham, Patrick A.; Whitby, Peggy Schaefer; Gelfer, Jeffrey I.

doi:10.1002/trtr.1367

Cited by 8 publications

(9 citation statements)

References 30 publications

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“…Although a tentative conclusion, if individuals with ASD do experience a domain-general impairment in narrative comprehension, this has implications for reading comprehension intervention strategies, which often advocate visual supports to leverage the visual strengths of these individuals (e.g., Nguyen, Leytham, Schaefer Whitby, & Gelfer, 2015;Styslinger, 2012). While visual supports may be beneficial, our results suggest that solely relying on visual stimuli to convey complex linguistic information may not completely alleviate comprehension difficulties.…”

Section: Limitations and Future Directionsmentioning

confidence: 66%

Visual and linguistic narrative comprehension in autism spectrum disorders: Neural evidence for modality-independent impairments

et al. 2018

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Individuals with autism spectrum disorders (ASD) have notable language difficulties, including with understanding narratives. However, most narrative comprehension studies have used written or spoken narratives, making it unclear whether narrative difficulties stem from language impairments or more global impairments in the kinds of general cognitive processes (such as understanding meaning and structural sequencing) that are involved in narrative comprehension. Using event-related potentials (ERPs), we directly compared semantic comprehension of linguistic narratives (short sentences) and visual narratives (comic panels) in adults with ASD and typically-developing (TD) adults. Compared to the TD group, the ASD group showed reduced N400 effects for both linguistic and visual narratives, suggesting comprehension impairments for both types of narratives and thereby implicating a more domain-general impairment. Based on these results, we propose that individuals with ASD use a more bottom-up style of processing during narrative comprehension.

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Section: Limitations and Future Directionsmentioning

confidence: 66%

Visual and linguistic narrative comprehension in autism spectrum disorders: Neural evidence for modality-independent impairments

et al. 2018

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“…Although language deficits often co‐occur in ASD, it is widely assumed that visual processing is a relative “strength” for individuals with ASD even for those with functional, fluent language. For instance, many educational references advocate visual supports for improving reading comprehension for students with ASD because, being “visual thinkers” (Nguyen, Leytham, Schaefer Whitby, & Gelfer, ; Rozema, ), pictures appeal to these students’ “visual learning styles” (Gately, ; Styslinger, ). This assumption is also predominant in the empirical literature; for instance, the authors of a cognitive battery assessing theory of mind (ToM), which uses visual narratives to depict situations and events, propose that this visual format can “take advantage of the 'visual learning style' that is a strength for individuals with ASD” (Hutchins et al, , p. 199).…”

Section: The Visual Ease Assumptionmentioning

confidence: 99%

Dismantling the “Visual Ease Assumption:" A Review of Visual Narrative Processing in Clinical Populations

Coderre

2019

Topics in Cognitive Science

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Visual narratives, such as wordless picture books and picture sequences like comics, have a long history in clinical testing, research, and intervention settings. The widespread “Visual Ease Assumption” rests on the premise that visual narratives, given their non‐linguistic nature, may alleviate processing difficulties in populations that struggle with language. In this paper, I review the evidence for and against this Visual Ease Assumption in three clinical populations in which language deficits are common or diagnostic: autism spectrum disorder (ASD), specific language impairment (SLI; now known as Developmental Language Disorder, DLD), and aphasia. I first redefine the Visual Ease Assumption as two testable predictions: (a) that visual narrative processing should be unimpaired for clinical populations compared to neurotypical (NT) populations; and (b) that in clinical populations, visual narrative processing should be less impaired than linguistic narrative processing. Through a review of the limited evidence available to test these predictions in ASD, SLI, and aphasia, I show that the Visual Ease Assumption is largely unsupported in empirical studies. Furthermore, I outline three additional limitations of the Visual Ease Assumption regarding the complexity of narrative processing, visual narrative tasks, and cognitive deficits in different clinical populations. Therefore, visual narratives should not be assumed to be “easier” for clinical populations that struggle with language; instead, a more thorough consideration of the cognitive processes involved in visual narrative processing is needed.

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“…Três fundamentos teóricos foram propostos pela comunidade científica para explicar as especificidades e os desafios que indivíduos com TEA apresentam na compreensão da leitura: (a) a Teoria da Coerência Central; (b) a Teoria da Disfunção Executiva; e (c) a Teoria da Mente (NGUYEN et al, 2015).…”

Section: A Leitura Em Educandos Com Autismounclassified

“…Essa habilidade é considerada deficitária em pessoas com TEA, uma vez que tipicamente evidenciam um estilo de processamento de informações focado em minúcias, depreciando a capacidade de compreensão global de fenômenos (NGUYEN et al, 2015). Com base nesse postulado, o indivíduo com TEA demonstraria prejuízos na compreensão da leitura por apresentar problemas em resumir, destacar os pontos mais relevantes de um texto, assim como compreender as suas ideias centrais.…”

Section: A Leitura Em Educandos Com Autismounclassified

“…O segundo fundamento teórico, denominado Teoria da Disfunção Executiva, sugere que essa população apresenta dificuldades em organizar, planejar e monitorar comportamentos (NGUYEN et al, 2015). Esse déficit tipicamente impacta a compreensão leitora, uma vez que interfere nas habilidades metacognitivas como a capacidade de organizar informações (ex.…”

Section: A Leitura Em Educandos Com Autismounclassified

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Processos de Leitura em Educandos com Autismo: um Estudo de Revisão

Nunes

Walter

2016

Rev. bras. educ. espec.

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RESUMO: dois objetivos são identificados no presente artigo: (a) contrastar o processo de desenvolvimento da leitura em pessoas com desenvolvimento típico e Transtorno do Espectro do Autismo (TEA) e (b) relatar os resultados de um estudo de revisão de pesquisas, publicadas em periódicos científicos, no período 2009-2015, sobre práticas interventivas em leitura, utilizadas no atendimento de indivíduos com TEA. Os resultados das pesquisas revelam que esses indivíduos, tipicamente, evidenciam déficits no processo de aquisição de competências em leitura. Assinale-se que os prejuízos na integração de informações, para fins de compreensão textual é prevalente, sendo apontado como um dos fatores críticos a serem tratados. Os problemas de leitura identificados nessa população podem, no entanto, ser remediados por meio de adaptações de estratégias empregadas com educandos com desenvolvimento típico. O artigo discute, por fim, a escassez de estudos nacionais que abordam essa temática e a carência de políticas educacionais que prezem pela adoção de modelos interventivos respaldados em pesquisas científicas. PALAVRAS-CHAVE: Educação Especial. Transtorno do Espectro do Autismo. Leitura. Metodologia do Ensino.ABSTRACT: Two objectives were identified in this article: (a) to contrast the reading development process in people with typical development and Autism Spectrum Disorder (ASD) and (b) to report the results of a review study focused on interventional practices published in scientific journals between 2009 and 2015. The results showed that individuals with ASD typically show deficits in reading development. Failure to integrate written information for textual understanding is prevalent and considerate a critical factor to be addressed. Reading problems identified in this population may, however, be remedied by adapting strategies commonly used with typically developing peers. The article further discusses the limited number of published national studies that address this issue and the lack of educational policies that support the use scientifically based practices.

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Reading Comprehension and Autism in the Primary General Education Classroom

Cited by 8 publications

References 30 publications

Visual and linguistic narrative comprehension in autism spectrum disorders: Neural evidence for modality-independent impairments

Visual and linguistic narrative comprehension in autism spectrum disorders: Neural evidence for modality-independent impairments

Dismantling the “Visual Ease Assumption:" A Review of Visual Narrative Processing in Clinical Populations

Processos de Leitura em Educandos com Autismo: um Estudo de Revisão

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