自闭症谱系障碍中的阅读理解挑战:语言因素和形象语言熟练程度
George Kritsotakis1, Eleni Morfidi1
1University of Ioannina, Ioannina, Greece.
Autism & developmental language impairments
|September 22, 2025
概括
与典型发展的同龄人相比,患有自闭症谱系障碍 (ASD) 的儿童在阅读理解和语言技能方面扎. 它们的独特形象凸显了对个性化教育支持的需要.
科学领域:
- 发展心理学 发展心理学
- 语言学的语言学.
- 神经发育障碍 神经发育障碍
背景情况:
- 患有自闭症谱系障碍 (ASD) 的儿童在阅读理解 (RC) 中经常表现出挑战,尽管他们的非语言认知能力平均.
- 患有自闭症儿童的阅读概况存在显著的变化,需要进一步调查影响因素.
- 实用能力,包括比喻语言,是理解ASDRC的关键兴趣领域.
研究的目的:
- 为了比较ASD高年级小学生的阅读理解能力与典型发育 (TD) 同龄人.
- 探索语言能力 (感受词汇,形态表述,务实能力) 和非语言因素 (年龄,非语言认知) 在ASD儿童的RC中的作用.
- 评估ASD组内RC和语言技能的异质性.
主要方法:
- 根据年龄,性别和非语言认知能力,选择了35名ASD儿童和35名TD对照组 (平均年龄10.7岁) 的匹配组.
- 参与者完成了阅读理解,结构性语言技能 (感知词汇,形态语法) 和比喻语言能力的评估.
- 根据RC表现对ASD组进行了分组,以检查可变性.
主要成果:
- 患有自闭症儿童的RC,形态语法技能和比喻语言理解能力明显低于TD同龄人.
- 接收词汇在各组之间没有显著差异.
- 对于患有自闭症的儿童来说,RC受时间学年龄,非语言认知能力和受感词汇的影响,而TD儿童的RC则由形态语法和比喻能力预测.
结论:
- 与TD同龄人相比,患有ASD的儿童在文本理解和语言处理 (形态语法,务实学) 方面面临重大挑战.
- 尽管有相似的感受词汇和非语言认知能力,但自闭症儿童可能会采用不同的文字处理策略.
- 患有自闭症儿童的RC和语言能力的显著异质性强调了需要量身定制的教育评估和干预.
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