| Title |
Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, September 2013
|
| DOI | 10.1007/s10803-013-1936-2 |
| Pubmed ID | |
| Authors |
Meghan M. Davidson, Susan Ellis Weismer |
| Abstract |
Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and lower meaning) was found in 62% of this sample. Concurrent analyses revealed that reading proficiency was associated with higher nonverbal cognition and expressive language, and that social ability was negatively related to alphabet knowledge. Nonverbal cognition and expressive language at mean age 2½ years predicted later reading performance at mean age 5½ years. These results support the importance of early language skills as a foundation for reading in children with ASD. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Canada | 1 | 50% |
| France | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Scientists | 1 | 50% |
| Members of the public | 1 | 50% |
Mendeley readers
The data shown below were compiled from readership statistics for 195 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | <1% |
| Unknown | 194 | 99% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 36 | 18% |
| Student > Ph. D. Student | 20 | 10% |
| Researcher | 19 | 10% |
| Student > Doctoral Student | 17 | 9% |
| Student > Bachelor | 16 | 8% |
| Other | 30 | 15% |
| Unknown | 57 | 29% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 55 | 28% |
| Social Sciences | 30 | 15% |
| Linguistics | 9 | 5% |
| Nursing and Health Professions | 9 | 5% |
| Arts and Humanities | 8 | 4% |
| Other | 19 | 10% |
| Unknown | 65 | 33% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 11 September 2013.
All research outputs
#16,188,009
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,003
of 5,240 outputs
Outputs of similar age
#124,926
of 202,065 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#44
of 63 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 21st percentile – i.e., 21% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 18th percentile – i.e., 18% of its peers scored the same or lower than it.
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We're also able to compare this research output to 63 others from the same source and published within six weeks on either side of this one. This one is in the 23rd percentile – i.e., 23% of its contemporaries scored the same or lower than it.