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

Author(s): Meghan M. Davidson [sup.1] [sup.2] , Margarita Kaushanskaya [sup.1] , Susan Ellis Weismer [sup.1] Author Affiliations: (Aff1) 0000 0001 2167 3675, grid.14003.36, Communication Sciences and Disorders and the Waisman [...]
Word reading and oral language predict reading comprehension, which is generally poor, in individuals with autism spectrum disorder (ASD). However, working memory (WM), despite documented weaknesses, has not been thoroughly investigated as a predictor of reading comprehension in ASD. This study examined the role of three parallel WM N-back tasks using abstract shapes, familiar objects, and written words in children (8-14 years) with ASD (n = 19) and their typically developing peers (n = 24). All three types of WM were significant predictors of reading comprehension when considered alone. However, these relationships were rendered non-significant with the addition of age, word reading, vocabulary, and group entered into the models. Oral vocabulary emerged as the strongest predictor of reading comprehension.