Word recognition, fluence and reading comprehension in students with autism spectrum disorder Reconhecimento de palavras, fluência e compreensão de leitura em alunos com transtorno do espectro autista1
Tipo
Artigo
Data de publicação
2021
Periódico
Revista Brasileira de Educacao Especial
Citações (Scopus)
1
Autores
Ribeiro C.F.
Mecca T.P.
Brito G.R.
Seabra A.G.
Mecca T.P.
Brito G.R.
Seabra A.G.
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Título da Revista
ISSN da Revista
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Resumo
© 2021, Associacao Brasileira de Pesquisadores em Educacao Especial. All rights reserved.Considering that academic performance is one of the factors associated with a good prognosis in the Autism Spectrum Disorder (ASD), this study evaluated different cognitive aspects of reading in 8 boys with ASD, between 10 and 13 years old (M=10.87; SD=1.12), of public and private schools. Word recognition (TCLPP II), fluency (TFL) and reading comprehension (TCCL) were evaluated, as well as Estimated IQ (Vocabulary and Matrix Reasoning of the WASI). The results demonstrate a higher frequency of below-average performances in reading comprehension skills, higher frequency of performances on average in word recognition and reading fluency. Regarding the time on fluency and comprehension tasks, there was a higher frequency of average classifications. There was no significant correlation between the Vocabulary and the IQ with the reading tests. However, there was a positive, significant and high magnitude correlation between word recognition with fluency and comprehension scores. A trend of moderate magnitude was observed between these last two variables. The knowledge about the reading profile of students with ASD obtained from the assessment of word recognition, fluency and comprehension makes it possible to guide school adaptations, with an impact on their academic development and prognosis.