Table 3.
Results of the studies that compared the performance of children with ASD with normative data.
| References |
Participants N (female) |
Age M (SD) |
Reading test | Language of the study | Dependent variable | Effect direction | Main results |
|---|---|---|---|---|---|---|---|
| Arciuli et al. (2013) | 21 (3) | 7.8 (1.75) | Word Reading—WRAT-IV | English | Word reading | Within population norms | Significant correlation between word-level accuracy and adaptive communication domain of adaptative behavior as assessed by the parent self-report of children's adaptative behavior |
| Cronin (2014) | 13 (2) | 9.7 | Word Attack—WRMT-III Phonemic decoding efficiency—TOWRE |
English | Nonword decoding Nonword decoding |
Within population norms Within population norms |
No significant correlation between phonology and decoding or comprehension. Strong correlation between semantics and decoding, as well as decoding and comprehension |
| Jones (2007) | 27 | – | Word Identification—WRMT-III Word Attack—WRMT-III |
English | Word reading Nonword decoding |
Within population norms Within population norms |
* |
| Johnels et al. (2021) | 40 | 12 | Sight decoding—ITPA-3 | English | Word decoding | Within population norms | * |
| Knight (2016) | 201 | – | Word Attack—WRMT-III Letter-Word Identification |
English | Word reading Word reading |
Within population norms Within population norms |
* |
| McIntyre et al. (2017a) | 81 (15) | 11.24 (2.19) | Sight word efficiency—TOWRE Phonemic decoding efficiency—TOWRE |
English | Word recognition Nonword decoding |
Within population norms Within population norms |
Four profiles of readers: (1) Comprehension Disturbance; (2) Global Disturbance; (3) Severe Global Disturbance; (4) Average Readers. All but the Severe has normative or near normative word reading scores. None manifested a profile of good comprehension and poor word reading |
| Nation et al. (2006) | 32 | – | BAS-II GNWRT |
English | Word reading Nonword decoding |
Within population norms Within population norms | * |
| Quan (2014) | 29 (2) | – | Letter-Word Identification | English | Word reading | Within population norms | Majority of children (61%) falling within one SD of population norms; 1 student performed above one SD. Six students (21%) had standard scores below one SD of population norms, three students (11%) fell below two SDs, and one student fell below three SDs |
| Solari et al. (2019) | 80 (15) | 11.26 (2.15) | Sight word efficiency—TOWRE Phonemic decoding efficiency—TOWRE |
English | Word recognition Nonword decoding |
Within population norms Within population norms | Similar reading profiles at time points 1 and 2 of assessment |
ASD, children with autism spectrum disorder; TD, children with typical development; Ns, non-significant differences between groups; WRMT-R-NU, Woodcock Reading Mastery Tests-Revised-Normative Update; TOWRE, Test of Word Reading Efficiency; WRAT-IV, Wide Range Achievement Test; ITPA-3, Illinois test of psycholinguistic abilities; GNWRT, Graded Nonword Reading Test; BAS-II, British Ability Scales.
*
The article does not provide further qualitative information regarding word reading skills beyond the scores obtained in the reading tests.