東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Reading for Meaning: Reading Compreh...

Davidson, Meghan M.

FindBook

Google Book

Amazon

博客來

Reading for Meaning: Reading Comprehension Skills in ASD and the Role of Oral Language, Central Coherence, and Executive Function.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Reading for Meaning: Reading Comprehension Skills in ASD and the Role of Oral Language, Central Coherence, and Executive Function./
作者:	Davidson, Meghan M.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	205 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10193148
ISBN:	9780355315400

Reading for Meaning: Reading Comprehension Skills in ASD and the Role of Oral Language, Central Coherence, and Executive Function.
Davidson, Meghan M.

Reading for Meaning: Reading Comprehension Skills in ASD and the Role of Oral Language, Central Coherence, and Executive Function. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 205 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016.

Reading comprehension is a complex interactional process whereby the accumulated meaning of sounds, words, and sentences is integrated to form a meaningful representation of text. It is well established that many individuals with autism spectrum disorder (ASD) have reading comprehension difficulties, but less is understood about the underlying processes contributing to these deficits. The weak central coherence theory is a long-standing explanation, but more recently, oral language and executive functions are argued to explain poor reading comprehension in ASD. The goals of this project were: (1) to assess several aspects of reading comprehension and (2) to evaluate possible predictors (oral language, central coherence, and executive function) of reading comprehension in ASD.

ISBN: 9780355315400Subjects--Topical Terms:

516693
Special education.

Reading for Meaning: Reading Comprehension Skills in ASD and the Role of Oral Language, Central Coherence, and Executive Function.
LDR:03551nmm a2200337 4500 001 2158943
005 20180618095031.5
008 190424s2016 ||||||||||||||||| ||eng d
020 $a 9780355315400
035 $a (MiAaPQ)AAI10193148
035 $a (MiAaPQ)wisc:13925
035 $a AAI10193148
040 $a MiAaPQ $c MiAaPQ
100 1 $a Davidson, Meghan M. $3 3346797
245 1 0 $a Reading for Meaning: Reading Comprehension Skills in ASD and the Role of Oral Language, Central Coherence, and Executive Function.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 205 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Susan Ellis Weismer.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2016.
520 $a Reading comprehension is a complex interactional process whereby the accumulated meaning of sounds, words, and sentences is integrated to form a meaningful representation of text. It is well established that many individuals with autism spectrum disorder (ASD) have reading comprehension difficulties, but less is understood about the underlying processes contributing to these deficits. The weak central coherence theory is a long-standing explanation, but more recently, oral language and executive functions are argued to explain poor reading comprehension in ASD. The goals of this project were: (1) to assess several aspects of reading comprehension and (2) to evaluate possible predictors (oral language, central coherence, and executive function) of reading comprehension in ASD.
520 $a Participants with ASD (n = 21) between 8- and 14-years were compared to typically developing (TD; n = 21) peers matched on age, socioeconomic status, oral language, and word reading abilities across three studies. Study 1 examined participants' context integration while reading using both button-press and eye-tracking measures. Button-press results indicated that participants with ASD had poor sentence comprehension, but this was not explained by poor integration as predicted by the weak central coherence account or poor semantic knowledge as predicted by the oral language account. Eye tracking results showed increased looks back to the context (i.e., regressions), indicating general comprehension difficulties for the ASD group.
520 $a Study 2 used a novel comprehension monitoring approach to assess story comprehension across visual, listening, and written modalities. Results demonstrated that the ASD group had poor story comprehension across all three modalities. Again, this was not explained by weak central coherence or poor oral language.
520 $a Study 3 assessed the inter-relationships and contributions of word reading, central coherence, executive function, and oral language to reading comprehension, and found that all components were highly related in the ASD group. Word reading was a highly significant predictor, and after accounting for word reading, oral language was the only additional significant predictor of reading comprehension in ASD. Together, these three studies suggest complex inter-relationships between reading comprehension, word reading, central coherence, executive function, and oral language that should be further evaluated in future studies with larger samples.
590 $a School code: 0262.
650 4 $a Special education. $3 516693
650 4 $a Speech therapy. $3 520446
690 $a 0529
690 $a 0460
710 2 $a The University of Wisconsin - Madison. $b Communicative Disorders. $3 2104428
773 0 $t Dissertation Abstracts International $g 79-01A(E).
790 $a 0262
791 $a Ph.D.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10193148