PSYC-FPX4310_KeyesKyra_Assessment1_Attempt2

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Article Analysis: Reading Ability Progression in Autistic Children Kyra Keyes PSYC-FPX4310 Capella University November 2023

Reading Ability Progression in Autistic Children Behavioral neuroscience is the field of psychology that examines the interaction between the body, specifically the brain, and behavior (Garrett & Hough, 2021). Autism Spectrum Disorder (ASD) is a disability that inhibits neurodevelopment, which is why it falls under the field of behavioral neuroscience ( Autism Spectrum Disorder , 2019). The reason the name of the disorder is Autism Spectrum Disorder is because the severity of the disability, along with the characteristics, runs on a spectrum as opposed to being organized into hard categories. Individuals diagnosed with ASD experience a range of characteristics such as the challenges with communication, repetitive behaviors, an extreme fixation on a particular subject, difficulty with expressive emotions, and challenges with gross or fine motor movement, however, not all autistic individuals experience the same challenges with the same severity ( Autism Spectrum Disorder, 2019). Many autistic children struggle with the initial skill of being able to recognize letters thus, inhibiting their reading ability. Article Analysis Peer reviewed articles that examined the topic of this essay, which is the progression of reading ability in autistic children, were found through the Capella University library which utilized the Summon database as well as Google Scholar. The selection criteria that was used were keywords “autism spectrum disorder”, “reading progression in autistic children”, and “reading ability in autistic children”. I also used keywords including “autism reading ability biological” and “autism reading ability neurodevelopmental”. The publication date was selected to exclude articles older than 10 years old. The reasoning for this criteria selection is that it correlates with the topic of interest discussed in this essay. The following articles provided

support through various research methodologies to examine autistic children’s reading progress. Article 1: Hyperlexia in Children with Autism Spectrum Disorders The authors of this article compared the reading skills of hyperlexic, autistic children versus autistic children who do not have hyperlexia versus neurotypical children who were matched in terms of single word reading (Newman et al., 2006). The hypothesis of this study was that children with ASD and hyperlexia would have equal single-word reading abilities to neurotypical children and greater than those with ASD without hyperlexia. The key variables in this study were the single-word reading, reading comprehension, and word attack which were the dependent variables. The independent variables were the population of the hyperlexic children with ASD, non-hyperlexic children with ASD, and neurotypical children. A total of 59 children participated in this study; 20 ASD with hyperlexia, 20 ASD without hyperlexia, and 18 neurotypical children. The participants completed a variety of subtests from the Woodcock- Johnson Tests of Achievement-III that tested many skills including single-word reading, fluency reading, expressive vocabulary, and reading comprehension. The results concluded that hyperlexic children with ASD scored higher than the non hyperlexic children with ASD and the neurotypical children on the single-word reading section. The results do not support the hypothesis. Hyperlexia has been found to be linked to the left superior temporal cortex (Turkeltaub et al., 2004). This is an experimental study because the researchers manipulate the population sample to observe the impacts of various reading skills. The study was ethical as consent was received from the parents and guardians of the children and it was conducted in safe environments including the Yale Developmental Disorders Clinic and in their own homes (Newman et al,. 2006)

Article 2: Levels of Text Comprehension in Children with ASD: Influence of Language Phenotype The authors of this article, Lucas and Norbury investigated the understandings among linguistic phenotypes of children with Autism Spectrum Disorder (2014). The hypothesis of this study predicted that at the sentence level, language status would correlate with performance as opposed to the autism diagnosis. The authors also hypothesized that reading deficits in children with ASD are more noticeable at the passage level than their neurotypical peers. The dependent variables of this study were reading skills of the participants and the impairments of the ASD participants. The independent variables were the participants (neurotypical and neurodivergent) and the assessments that were assigned to the participants. The participants of this study consisted of eighty children, 50 with ASD, 25 with age-appropriate structural language skills (ALN) and 25 with language impairments (ALI), and 30 neurotypical, between the ages of 7 and 14. The Matrix Reasoning subtest was used to assess non-verbal skills. Both the Expressive and Receptive One-Word Picture Tests were used to assess the vocabulary of the participants. The results of this study indicated that only 50% of the ALI sample displayed the ability to read sentences fluently and accurately (Lucas & Norbury, 2014). Autistic symptomatology did not indicate any specific difference in comprehension capacity. Overall, the sample's vocabulary knowledge and decoding ability predicted reading comprehension. The results of this study do not support the first hypothesis in which sentence level, language status correlates with performance, not the ASD diagnosis. However, the results do support the second hypothesis in which there was a noticeable difference in results between participants. This experiment is a correlational study because the authors observed the relation between the variables, participants’ skill sets with their impairments and their scores of the provided assessments. The Research

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