Autism and reading comprehension by Agus Acevedo https://padlet.com/a_gustina2010/vom53nlqla7k Acevedo Agustina, Nosmor Luana en-us 2018-10-24 11:02:25 UTC 2025-12-09 13:08:48 UTC hello@padlet.com Autismo y comprensión de lectura a_gustina2010 https://padlet.com/a_gustina2010/vom53nlqla7k/wish/296365095 https://www.readandspell.com/us/autism-and-reading-comprehension
Acevedo Agustina, Nosmor Luana ]]> 2018-10-24 11:02:47 UTC https://padlet.com/a_gustina2010/vom53nlqla7k/wish/296365095 Autism and reading comprehensionResearch on reading has shown that children acquire decoding and reading comprehension skills at the same time, but that each skill develops independently of the other. Children with autism spectrum disorder (ASD) typically perform at average or above average levels when it comes to decoding written language. However, they are generally better at sounding out and identifying words than understanding what they have read. This may be because comprehension is a more abstract skill than decoding. It relies on a reader’s sensitivity to story structure, ability to pick up on referents, make inferences and use prior knowledge of the subject to makes sense of the text. Attention and working memory are also implicated, as metacognitive monitoring strategies ensure the reader is following along. Autism spectrum disorder While no two students with autism will have the same set or degree of symptoms, children with ASD typically struggle with communication and social interaction. They may exhibit repetitive behaviour, focus on small details and lack the ability to “read between the lines.” This means that figurative language encountered during reading can be taken literally and they may have difficulty looking at a text globally in order to grasp gist or identify the author’s purpose in writing. a_gustina2010 https://padlet.com/a_gustina2010/vom53nlqla7k/wish/296365464 Some students with autism are non-verbal. In these situations it can be difficult to differentiate between a lack of understanding following a reading and an inability to relate what the child has understood. For this reason some educators advocate taking a variety of approaches to assess reading comprehension including allowing students ample time to respond to comprehension questions, providing objects they can manipulate to demonstrate an understanding of what has been read and even encouraging the creation of collages that reflect their reaction to a text. Learn more in our post on strategies for students with autism.

Autism and reading comprehension

Students with autism may read and process language in a fluent way. This is in contrast to children with dyslexia who often struggle to decode written language. Nonetheless, these students are not always able to access semantic meaning in the same way. They can have trouble visualizing action and understanding the social interactions upon which many storylines rely. Subtle hints left by the author can be missed or a detail might absorb all of the child’s attention so the rest of the text is not fully processed.
 
Have you heard of hyperlexia? Some students with autism possess an uncanny ability to read and process text at a very fast pace. Researchers have used brain scans to show that this is due to simultaneous activity in the left and right hemispheres of the brain, allowing for phonological and visual processing to be engaged at the same time.
]]> 2018-10-24 11:04:10 UTC https://padlet.com/a_gustina2010/vom53nlqla7k/wish/296365464 Items gramaticales, traducción a_gustina2010 https://padlet.com/a_gustina2010/vom53nlqla7k/wish/296368134
  •  Oraciones Relativas:
    • Children with autism spectrum disorder (ASD) typically perform at average or above average levels when it comes to decoding written language. (DELIMITANTE). 
    Los niños con trastorno del espectro autista (TEA) generalmente se desempeñan en niveles promedio o superiores al promedio cuando se trata de descifrar el lenguaje escrito.

    • Nexo:
    While no two students with autism will have the same set or degree of symptoms 
    Si bien no hay dos estudiantes con autismo no tendrán el mismo conjunto o grado de síntomas 

    • Voz pasiva  
    Once a word has been identified, semantic meaning can be accessed. 

    Una vez que se ha identificado una palabra, se puede acceder al significado semántico.

    • conector
    once = una vez
    ]]>     2018-10-24 11:13:52 UTC https://padlet.com/a_gustina2010/vom53nlqla7k/wish/296368134     Síntesis a_gustina2010 https://padlet.com/a_gustina2010/vom53nlqla7k/wish/296369123 . Los niños con el trastorno de espectro de autismo son generalmente mejores en la identificación de palabras que en  la comprensión acerca de lo que ellos han leído. Puede ser porque la comprensión es más una habilidad abstracta que el descifre.  Dos estudiantes con autismo no tendrán el mismo  grado de síntomas, los niños con TEA, típicamente luchan con la comunicación y la interacción social. Ellos pueden exponer el comportamiento repetidor, enfocar pequeños detalles y carecer de la capacidad de leer entre las líneas. Algunos estudiantes con el autismo son no verbales, puede ser difícil de distinguir entre una falta de comprensión después de una lectura y una inhabilidad de relacionar lo que el niño ha entendido. Por esta razón algunos educadores abogan tomar una variedad de accesos de evaluar.
    Estos, pueden leer y tratar la lengua de un modo fluido.No siempre son capaces de tener acceso al significado semántico. 

    ]]>     2018-10-24 11:17:48 UTC https://padlet.com/a_gustina2010/vom53nlqla7k/wish/296369123