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McCauley, James B.; Zajic, Matthew C.; Oswald, Tasha M.; Swain-Lerro, Lindsey E.; McIntyre, Nancy C.; Harris, Michelle A.; Trzesniewski, Kali; Mundy, Peter C.; Solomon, Marjorie – Journal of Autism and Developmental Disorders, 2018
A typically developing student's perceptions of his or her own capabilities (academic self-concept), is predictive of later academic achievement. However, little is known about academic self-concept in youth with autism spectrum disorder (ASD). To understand whether students math self-concept and reading self-concept predicted their performance,…
Descriptors: Self Concept, Reading Achievement, Mathematics Achievement, Autism
Lucas, Rebecca; Norbury, Courtenay Frazier – Journal of Autism and Developmental Disorders, 2014
Many children with autism spectrum disorders (ASD) have reading comprehension difficulties, but the level of processing at which comprehension is most vulnerable and the influence of language phenotype on comprehension skill is currently unclear. We explored comprehension at sentence and passage levels across language phenotypes. Children with ASD…
Descriptors: Autism, Pervasive Developmental Disorders, Children, Comparative Analysis
Brown, Heather M.; Oram-Cardy, Janis; Johnson, Andrew – Journal of Autism and Developmental Disorders, 2013
This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading…
Descriptors: Language Skills, Autism, Control Groups, Reading Comprehension