The Ability of High Function Individuals With Autism to Comprehend Written Discourse
By Timothy Wahlberg, Joseph P. Magliano. 2004
106 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/1d4d623b41a134c736f42f818229dbdc403413e4
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
In Developmental and Educational Psychology
Citations in the corpus
- Reading Comprehension Instruction for Students With Autism Spectrum Disorders (2007, background): “Understanding text is an important skill for functioning independently in society (Wahlberg & Magliano, 2004).”
- Effects of Direct Instruction on the Reading Comprehension of Students with Autism and Developmental Disabilities (2009, unknown): “Wahlberg and Magliano (2004) investigated reading comprehension in high functioning individuals with autism and observed that they had deficits in connecting previous information with ambiguous texts to assist with comprehension and difficulties making global and abstract connections to what they had…”
- Effects of a Reciprocal Questioning Intervention on the Question Generation and Responding of Children with Autism Spectrum Disorder (2008, unknown): “Despite variability in reading ability, studies have consistently shown that students with ASD frequently have difficulty comprehending text (Mayes & Calhoun, 2003a; 2003b; Nation et al.; Minshew et al.; Wahlberg & Magliano, 2004).”