Performance of Children with Autism on Selected Measures of Reading Achievement and Cognitive-Linguistic Ability

Persistent Link:
http://hdl.handle.net/10150/194994
Title:
Performance of Children with Autism on Selected Measures of Reading Achievement and Cognitive-Linguistic Ability
Author:
Turner, Victoria
Issue Date:
2010
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study examined the performance of children with autism on selected measures of reading achievement and cognitive-linguistic ability. How children with autism performed on three reading achievement measures, Letter-Word Identification, PassageComprehension, and Oral Reading Fluency, and two cognitive-linguistic measures, Rapid Letter Naming and Segmenting of Words were analyzed to determine if there were anydifferences between their performance and those of both their normative and special education counterparts. Results revealed that children with autism scored significantly lower on all three measures of reading achievement and both cognitive-linguistic skillsthan their normative counterparts. Children with autism scored significantly lower on only one of the reading measures, Passage Comprehension and both cognitive-linguistic measures than their special education counterparts. Findings from this study provideadditional support for previous research which purports that children with autism demonstrate impairments in cognitive-linguistic tasks that require phonological processing, rapid automatic naming, oral language, and reading comprehension and may help practitioners in the identification of children with autism.
Type:
text; Electronic Dissertation
Keywords:
autism; cognitive-linguistic; oral language; phonological processing; rapid automatic naming; reading comprehension
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
School Psychology; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Mishra, Shitala P
Committee Chair:
Mishra, Shitala P

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePerformance of Children with Autism on Selected Measures of Reading Achievement and Cognitive-Linguistic Abilityen_US
dc.creatorTurner, Victoriaen_US
dc.contributor.authorTurner, Victoriaen_US
dc.date.issued2010en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study examined the performance of children with autism on selected measures of reading achievement and cognitive-linguistic ability. How children with autism performed on three reading achievement measures, Letter-Word Identification, PassageComprehension, and Oral Reading Fluency, and two cognitive-linguistic measures, Rapid Letter Naming and Segmenting of Words were analyzed to determine if there were anydifferences between their performance and those of both their normative and special education counterparts. Results revealed that children with autism scored significantly lower on all three measures of reading achievement and both cognitive-linguistic skillsthan their normative counterparts. Children with autism scored significantly lower on only one of the reading measures, Passage Comprehension and both cognitive-linguistic measures than their special education counterparts. Findings from this study provideadditional support for previous research which purports that children with autism demonstrate impairments in cognitive-linguistic tasks that require phonological processing, rapid automatic naming, oral language, and reading comprehension and may help practitioners in the identification of children with autism.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectautismen_US
dc.subjectcognitive-linguisticen_US
dc.subjectoral languageen_US
dc.subjectphonological processingen_US
dc.subjectrapid automatic namingen_US
dc.subjectreading comprehensionen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSchool Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMishra, Shitala Pen_US
dc.contributor.chairMishra, Shitala Pen_US
dc.contributor.committeememberMather, Nancyen_US
dc.contributor.committeememberPerfect, Michelleen_US
dc.identifier.proquest11328en_US
dc.identifier.oclc752261180en_US
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