Une méta-analyse des compétences de compréhension écrite des personnes sur le spectre de l’autisme

Titre original en anglais : A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum

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Brown, H. M., Cardy, J. O., & Johnson, A. M. (2012). A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum. Journal of Autism and Developmental Disorders, 43(4), 932-955. https://doi.org/10.1007/s10803-012-1638-1

Date de publication: 02/10/2012 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
3
Auteur·ices de la publication identifié·es comme autistes
1 / 3 (33,3 %)
  1. Heather M. Brown *
  2. Janis Oram Cardy
  3. Andrew M. Johnson

Résumé

Cette méta-analyse a examiné 36 études comparant des groupes présentant un trouble du spectre de l’autisme (TSA) et des groupes témoins en compréhension écrite. Trois modérateurs (connaissances sémantiques, compétence de décodage, PIQ) et deux types de textes (connaissances sociales élevées ou faibles) ont été examinés comme prédicteurs de la compréhension écrite dans le TSA. La différence moyenne standardisée globale pour la compréhension écrite était de g = -0,7 ET. Les prédicteurs individuels les plus forts de la compréhension écrite étaient les connaissances sémantiques (expliquant 57 % de la variance) et la compétence de décodage (expliquant 55 % de la variance). Les personnes avec un TSA étaient significativement moins bonnes pour comprendre des textes fortement sociaux que des textes moins sociaux. Le fait d’avoir un TSA à lui seul ne prédit pas des déficits de compréhension écrite. Au contraire, les compétences individuelles, en particulier les capacités langagières, doivent être prises en compte avant de pouvoir prédire avec précision si une personne donnée avec un TSA rencontrera des difficultés de compréhension écrite.

This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading comprehension was g = -0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension.

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Références citées
119
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
0 / 119 (0,0 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
0 / 262 (0,0 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 0 / 34 (0,0 %). Auteurices cité·es distinct·es identifié·es comme autistes : 0 / 199 (0,0 %).
Occurrences citées rattachées à la base AutiHub
34 / 262 (13,0 %)
Auteurices cité·es distinct·es rattaché·es : 17 / 199 (8,5 %)
Occurrences rattachées, non identifiées comme autistes
34 / 34 (100,0 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 34 / 262 (13,0 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 17 / 17 (100,0 %).
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