Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory

By: Davidson, Meghan M.
Contributor(s): Kaushanskaya, Margarita | Weismer, Susan Ellis.
Series: Journal of Autism and Developmental Disorders 48 (10) October 2018: 3524-3541. 2018Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): AUTISM | CHILDREN | READING | COMPREHENSION | VOCABULARY | COMPARATIVE STUDIES | WORKING MEMORY | WORD READINGOnline resources: Read this Article Summary: The purpose of this study was to investigate the contribution of word reading, oral language (vocabulary and morphosyntax), and working memory to reading comprehension in a sample of children (8-14 years) with ASD and their typically developing peers.
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Article Research IHC Library Article (Browse shelf(Opens below)) Available (Article available on request) W0012215
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The purpose of this study was to investigate the contribution of word reading, oral language (vocabulary and morphosyntax), and working memory to reading comprehension in a sample of children (8-14 years) with ASD and their typically developing peers.

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