Anaphor Processing during Reading Comprehension in Students with Autism Spectrum Disorder

Autor/inn/en	Fajardo, Inmaculada; Pérez, Ana I.; Ferrer, Antonio; Pérez-Fuster, Patricia; García-Blanco, Ana C.
Titel	Anaphor Processing during Reading Comprehension in Students with Autism Spectrum Disorder
Quelle	In: Reading & Writing Quarterly, 38 (2022) 6, S.505-525 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fajardo, Inmaculada) ORCID (Pérez, Ana I.) ORCID (Ferrer, Antonio) ORCID (Pérez-Fuster, Patricia) ORCID (García-Blanco, Ana C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2021.1982430
Schlagwörter	Autism Spectrum Disorders; Students with Disabilities; Reading Comprehension; Reading Difficulties; Children; Adolescents; Eye Movements; Semantics; Nouns; Attention; Reading Processes; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseverstehen; Reading difficulty; Leseschwierigkeit; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Augenbewegung; Semantik; Aufmerksamkeit; Leseprozess; Ausland; Spanien
Abstract	With the purpose of promoting academic inclusion, it is essential for educators to understand the nature underlying poor reading comprehension in children with Autism Spectrum Disorder (ASD). In this study, we examined the time course of anaphor resolution during text comprehension in children and adolescents with ASD and a group of children with Typical Development (TD) matched in chronological age (age range: 9-16) and non-verbal IQ. Their eye movements were monitored as they read short paragraphs in which two factors were manipulated: (1) the semantic typicality of an antecedent (e.g. shark vs. salmon) with regards to a category noun that serves as anaphor (e.g. fish) and (2) the distance between the antecedent and anaphor (e.g. near vs. far). Both, children with ASD and TD showed more and longer first fixations in the near anaphors than in the far anaphors but not in the post-anaphor region which suggests that the effect of distance on anaphor resolution was immediate. The reverse effect of distance indicated that the far condition was too demanding for students of these ages to occur online. Typical antecedents received fewer and shorter revisits than atypical antecedents but only for participants with TD. In contrast, ASD participants did not show such typicality facilitation. Finally, children with ASD made more but shorter fixations and revisits in general than their typical peers. Theoretical and applied implications of our results for the literacy training on ASD participants are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01