Identifying the variables that predict reading comprehension performance of children on autism spectrum and neurotypical children
Bibliographic Data
| ID | 22416655 |
|---|---|
| Authors | Cevriye Ergül (0000-0001-6793-6469, Ankara University), Meral Çilem Ökcün‐Akçamuş (0000-0003-3297-9711, Ankara University), Burcu Kılıç Tülü (0000-0002-9623-8392, Ankara University), Ahmet Bilal Özbek (0000-0002-0200-4932, Dokuz Eylül University, corresponding author), Emre Tamur (0000-0002-2893-4273, Emre Hocam Eğitim Danışmanlık), Yasemin Önen (0000-0002-2545-6966, Ankara University) |
| Year | 2026 |
| Pages | 1-21 |
| Publication date | 2026-06-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Special Needs Education (JOURNAL) |
| Journal identifiers | ISSN: 0885-6257 • E-ISSN: 1469-591X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/08856257.2026.2693962 |
| OpenAlex | W7166113544 |
| Language | EN |
| References cited | 58 |
This study aims to comparatively investigate the predictors of reading comprehension in children on the autism spectrum (AS) and neurotypical (NT) children within the framework of the Simple View of Reading (SVR). The study sample comprised 88 children in total, including 44 children on the AS (8 girls, 36 boys; M = 8.60, SD = 1.07) and 44 NT children (23 girls, 21 boys; M = 7.53, SD = 0.48). During the data collection process, the Childhood Autism Rating Scale (CARS), the Test of Nonverbal Intelligence–3 (TONI-3), the Turkish School-Age Language Development Test (TSALD), and the Literacy Assessment Battery (LAB) were administered. Hierarchical regression analyses were conducted with reading comprehension as the outcome variable, and decoding and language comprehension as predictor variables. The findings revealed that decoding accounted for 72.8% of the variance in reading comprehension among children on the AS. When listening comprehension was added, the explained variance increased by 5.7% (total = 78.5%). In the NT group, decoding significantly predicted reading comprehension (65.8%), whereas language comprehension did not contribute significantly. Decoding was identified as a significant predictor of reading comprehension in both children on the AS and NT peers.
Autism · Autism spectrum disorder · Comprehension · Neurotypical · Nonverbal communication · Phonological awareness · Reading comprehension · Autism Spectrum Disorder Research · Reading and Literacy Development · Writing and Handwriting Education
Diagnostic and Statistical Manual of Mental Disorders
The simple view of reading
The Simple View of Reading
Toward objective classification of childhood autism
Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children
Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies
Examining the Simple View of Reading With Elementary School Children
Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension
Prediction of the development of reading comprehension
Decoding, Reading, and Reading Disability
A Different View on the Simple View of Reading
Reading and Spelling Development Across Languages Varying in Orthographic Consistency
Inferring Meaning From Meaningful Parts
The Primacy of Science in Communicating Advances in the Science of Reading
Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages
| Highly cited | No |
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