Study and Comparison Reading Problems in children with High-Functioning Autism with Normal Matched Peers
Considering the importance of reading in academic skills in school and society, a major part of researches is dedicated to understanding the nature of reading disability.
In this cross-sectional study, 15 children with high-functioning autism were compared with 15 normal peers in exceptional boys' schools in the city. Tehran to be compared. The evaluation test for Farsi reading was used for evaluation. Independent t-test was used to analyze the data.
The results showed that children with high-functioning autism have more pronunciation and omission errors compared to their normal counterparts (P<0.05). Total error and total reading time were also higher in children with autism (P<0.05).
In general, the results of the research showed that considering the reading problems in high-functioning autistic children and the design of reading skills in educational assignments, these issues require attention and therapeutic interventions for these children.
- حق عضویت دریافتی صرف حمایت از نشریات عضو و نگهداری، تکمیل و توسعه مگیران میشود.
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