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Article: Theory of mind as a mediator of reading comprehension differences between Chinese school-age children with autism and typically developing peers

TitleTheory of mind as a mediator of reading comprehension differences between Chinese school-age children with autism and typically developing peers
Authors
Issue Date2019
PublisherRoutledge. The Journal's web site is located at http://www.informaworld.com/smpp/title~content=t775653700
Citation
Scientific Studies of Reading, 2019, Epub How to Cite?
AbstractThis study examined the relation between Theory of Mind (ToM) and reading comprehension in 42 7- to 9-year-old Hong Kong Chinese children with autism and 55 typically developing peers (TD) who were comparable in age, nonverbal intelligence, and working memory. Relative to their TD peers, children with autism exhibited difficulties with reading comprehension and advanced ToM tasks, but not word reading and basic ToM tasks. After controlling for nonverbal intelligence, working memory, word reading, and vocabulary knowledge, ToM partially mediated the relation between group status (autistic or not) and reading comprehension. This mediation was significant for non-literal comprehension skills (i.e., those involving inference, evaluation, and mentalization) but not for literal comprehension skills (i.e., those involving simple recall and recognition of textually explicit information). These findings indicate that ToM partially explains the differences in non-literal reading comprehension between children with autism and their TD peers.
Persistent Identifierhttp://hdl.handle.net/10722/278657
ISSN
2017 Impact Factor: 2.328
2015 SCImago Journal Rankings: 2.700

 

DC FieldValueLanguage
dc.contributor.authorTong, SX-
dc.contributor.authorWong, RWY-
dc.contributor.authorKwan, JLY-
dc.contributor.authorArciuli, J-
dc.date.accessioned2019-10-21T02:11:37Z-
dc.date.available2019-10-21T02:11:37Z-
dc.date.issued2019-
dc.identifier.citationScientific Studies of Reading, 2019, Epub-
dc.identifier.issn1088-8438-
dc.identifier.urihttp://hdl.handle.net/10722/278657-
dc.description.abstractThis study examined the relation between Theory of Mind (ToM) and reading comprehension in 42 7- to 9-year-old Hong Kong Chinese children with autism and 55 typically developing peers (TD) who were comparable in age, nonverbal intelligence, and working memory. Relative to their TD peers, children with autism exhibited difficulties with reading comprehension and advanced ToM tasks, but not word reading and basic ToM tasks. After controlling for nonverbal intelligence, working memory, word reading, and vocabulary knowledge, ToM partially mediated the relation between group status (autistic or not) and reading comprehension. This mediation was significant for non-literal comprehension skills (i.e., those involving inference, evaluation, and mentalization) but not for literal comprehension skills (i.e., those involving simple recall and recognition of textually explicit information). These findings indicate that ToM partially explains the differences in non-literal reading comprehension between children with autism and their TD peers.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.informaworld.com/smpp/title~content=t775653700-
dc.relation.ispartofScientific Studies of Reading-
dc.rightsPreprint: This is an Author's Original Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/doi/abs/[Article DOI]. Postprint: This is an Accepted Manuscript of an article published by Taylor & Francis Group in [JOURNAL TITLE] on [date of publication], available online at: http://www.tandfonline.com/doi/abs/[Article DOI].-
dc.titleTheory of mind as a mediator of reading comprehension differences between Chinese school-age children with autism and typically developing peers-
dc.typeArticle-
dc.identifier.emailTong, SX: xltong@hku.hk-
dc.identifier.authorityTong, SX=rp01546-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/10888438.2019.1666133-
dc.identifier.scopuseid_2-s2.0-85073973361-
dc.identifier.hkuros307310-
dc.publisher.placeUnited States-

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