• English
    • svenska
  • svenska 
    • English
    • svenska
  • Logga in
Redigera dokument 
  •   Startsida
  • Faculty of Social Science / Samhällsvetenskapliga fakulteten
  • Department of Psychology / Psykologiska institutionen
  • Doctoral Theses / Doktorsavhandlingar Psykologiska institutionen
  • Redigera dokument
  •   Startsida
  • Faculty of Social Science / Samhällsvetenskapliga fakulteten
  • Department of Psychology / Psykologiska institutionen
  • Doctoral Theses / Doktorsavhandlingar Psykologiska institutionen
  • Redigera dokument
JavaScript is disabled for your browser. Some features of this site may not work without it.

Literacy and comprehension in school-aged children: Studies on autism and other developmental disabilities

Sammanfattning
The present thesis consists of five studies and addresses literacy and comprehension skills in children with autism spectrum disorders (ASD, including Asperger’s disorder) and, to a lesser extent, attention disorders (eg. Attention Deficits Hyperactivity Disorder; ADHD). Although a completely clean and coherent picture of the abilities of these groups was not attained in the studies, the findings indicate that difficulties in reading comprehension and/or listening comprehension of connected discourse are common in children with ASD and children with ADHD at the group level (Study I, II and/or III). For children with ADHD, such difficulties often co-occurred with word decoding and spelling difficulties (Study II). Word decoding skills were more variable for students with ASD, yet typically unimpaired. These findings are broadly consistent with previous research. When difficulties in word decoding were observed in children with ASD, such difficulties appeared to conform to a ‘normal pattern’ in terms of underlying cognitive and psycholinguistic abilities (e.g. poor phonological awareness and rapid naming) (Study IV). Finally, for children with ASD, discourse-level comprehension appeared to be more difficult than what one would expect from non-verbal cognitive level and basic language comprehension skills (study III). However, there were also initial indications that the discourse comprehension skills in ASD were amenable of positive change through educational intervention in collaboration with school staff (Study V). The results presented in the thesis are of importance for professionals who are concerned with understanding and supporting literacy and comprehension development in all children. Key words: autism, Asperger’s disorder, reading, literacy, language, discourse comprehension, cognition, special educational needs.
Delarbeten
I. Åsberg, J., Dahlgren, SO. & Dahlgren Sandberg, A. (2008). Basic reading skills in high-functioning Swedish children with autism spectrum disorders or attention disorder. Research in Autism Spectrum Disorders, 2, 95-109. ::doi::10.1016/j.rasd.2007.03.006
 
II. Åsberg, J., Kopp, S., Berg-Kelly, K. & Gillberg, C. (in press). Reading comprehension, word decoding and spelling in girls with autism spectrum disorders (ASD) or attention-deficit/hyperactivity disorder (AD/HD): performance and predictors. International Journal of Language and Communication Disorders. ::DOI:: 10.1080/13682820902745438
 
III. Åsberg, J. (2009). Patterns of language and discourse comprehension skills in school-aged children with autism spectrum disorders. Manuscript submitted for publication.
 
IV. Åsberg, J. & Dahlgren Sandberg, A. (2009). Dyslexic, delayed, precocious or just normal? Word reading skills of children with autism spectrum disorders. Manuscript submitted for publication.
 
V. Åsberg, J. & Dahlgren Sandberg, A. (2009). Discourse comprehension intervention for high-functioning students with autism spectrum disorders: Preliminary findings from a school-based study. Manuscript submitted for publication.
 
Examinationsnivå
Doctor of Philosophy
Universitet
Göteborgs universitet. Samhällsvetenskapliga fakulteten
University of Gothenburg. Faculty of Social Sciences
Institution
Department of Psychology ; Psykologiska institutionen
Disputation
fredagen den 6 november, 2009, kl. 10.00, sal F1, Psykologiska institutionen, Haraldsgatan 1, Göteborg
Datum för disputation
2009-11-06
E-post
psyjaas@psy.gu.se
URL:
http://hdl.handle.net/2077/21063
Samlingar
  • Doctoral Theses / Doktorsavhandlingar Psykologiska institutionen
  • Doctoral Theses from University of Gothenburg / Doktorsavhandlingar från Göteborgs universitet
Fil(er)
Abstract/spikblad (30.47Kb)
Thesis (442.0Kb)
Datum
2009-10-15
Författare
Åsberg, Jakob
Nyckelord
autism
literacy
special educational needs
comprehension
Publikationstyp
Doctoral thesis
ISBN
978-91-628-7907-5
ISSN
1101-718X
Serie/rapportnr.
Doctoral Dissertation
Språk
eng
Metadata
Visa fullständig post

DSpace software copyright © 2002-2016  DuraSpace
gup@ub.gu.se | Teknisk hjälp
Theme by 
Atmire NV
 

 

Visa

VisaSamlingarI datumordningFörfattareTitlarNyckelordDenna samlingI datumordningFörfattareTitlarNyckelord

Mitt konto

Logga inRegistrera dig

DSpace software copyright © 2002-2016  DuraSpace
gup@ub.gu.se | Teknisk hjälp
Theme by 
Atmire NV