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A Meta-Analysis on the Cognitive and Linguistic Correlates of Reading Skills among Children with ASD
Peer reviewed
Direct linkWang, Ying; Lan, Zhu; Duan, Isabella; Peng, Peng; Wang, Wei; Wang, Tengfei – Reading and Writing: An Interdisciplinary Journal, 2023
This meta-analysis aimed to systematically investigate the cognitive and linguistic correlates of both word decoding and reading comprehension among children with Autism Spectrum Disorder (ASD) across orthographies. Based on data from 26 studies of 1.92- to 18.92-year-old children with ASD, we found that (1) intelligence, theory of mind, and…
Descriptors: Cognitive Ability, Reading Skills, Autism Spectrum Disorders, Children
Bourke, Lorna; Marriott-Fellows, Megan; Jones, Amanda; Humphreys, Lorna; Davies, Simon J.; Zuffiano, Antonio; López-Pérez, Belén – Reading and Writing: An Interdisciplinary Journal, 2020
The current study investigated the extent cognitive and emotion regulation deficits (i.e., executive functions) associated with autism impact on the development of imagination in writing. Sixty-one children participated in the study (M age = 9 years 7 months, SD = 14 months, 18 female, 43 male), comprising a selected group with autism…
Descriptors: Executive Function, Imagination, Creative Writing, Autism
Babayigit, Selma; Hitch, Graham J.; Kandru-Pothineni, Swathi; Clarke, Annie; Warmington, Meesha – Reading and Writing: An Interdisciplinary Journal, 2022
Previous research reported bilingual cognitive strengths in working memory, executive function and novel-word learning skills (Bialystok in Psychol Bull 143:233-262, 2017; Kaushanskaya and Marian in Psychon Bull Rev 16:705-710, 2009). These skills should also support bilingual children's vocabulary and reading development, yet bilingual children…
Descriptors: Bilingual Students, Reading Comprehension, Cognitive Ability, Children
Cordeiro, Carolina; Limpo, Teresa; Olive, Thierry; Castro, São Luís – Reading and Writing: An Interdisciplinary Journal, 2020
Writing is an important activity that involves many demanding processes. Given the complexity and goal-directed nature of writing, this activity is heavily dependent on executive functions (EFs). This study aimed to examine the longitudinal contribution of EFs (i.e., inhibitory control, working memory, cognitive flexibility, and planning) to text…
Descriptors: Executive Function, Writing Skills, Beginning Writing, Elementary School Students
Zhang, Chenyi; Bingham, Gary E.; Zhang, Xiao; Schmitt, Sara A.; Purpura, David J.; Yang, Fuyi – Reading and Writing: An Interdisciplinary Journal, 2020
Despite a growing body of literature in English-speaking contexts documenting associations among children's early reading, executive function (EF), and early writing development, relatively few studies investigate the development of these skills in young Chinese children. Utilizing a longitudinal research design, this study followed 84 Chinese…
Descriptors: Executive Function, Emergent Literacy, Vocabulary Development, Phonological Awareness
Shaul, Shelley; Schwartz, Mila – Reading and Writing: An Interdisciplinary Journal, 2014
The aim of this study was to identify the specific contribution of executive functions to pre-academic skills (emergent literacy, phonological awareness and orthographic knowledge, and emergent mathematic knowledge) over and above cognitive and linguistic underpinning abilities such as naming, short-term memory and vocabulary. The study was…
Descriptors: Executive Function, Emergent Literacy, Phonological Awareness, Orthographic Symbols
Beidas, Hanin; Khateb, Asaid; Breznitz, Zvia – Reading and Writing: An Interdisciplinary Journal, 2013
The question of which cognitive impairments are primarily associated with dyslexia has been a source of continuous debate. This study examined the cognitive profile of Hebrew-speaking compensated adult dyslexics and investigated whether their cognitive abilities accounted for a unique variance in their reading performance. Sixty-nine young adults…
Descriptors: Dyslexia, Profiles, Semitic Languages, Cognitive Ability
