ArticleFrontiers in psychology2021
Reading and Writing Skills in Adolescents With Autism Spectrum Disorder Without Intellectual Disability.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
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Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The who, how and what of educational outcome research for autistic students published in the last decade: A systematic quantitative literature review.The British journal of educational psychology · 2026Pooled it
- Achieving Independence and Mastery in School: A School-Based Executive Function Group Intervention for Autistic Middle Schoolers.Journal of autism and developmental disorders · 2024Trial
- Analysis of Autistic Adolescents' Essays Using Computer Techniques.Journal of autism and developmental disorders · 2026Article
- Employing a Phased, Interdisciplinary Approach Across Healthcare and School Settings: mHealth Adaptations for Youth with Autism Spectrum Disorder At-Risk of Experiencing Obesity.Journal of autism and developmental disorders · 2026Article
- Autistic young people's psychological well-being in school.Autism : the international journal of research and practice · 2026Article
- The Effects of Behavioral Relaxation Training on Academic Task Completion Among Students with Autism in Inclusive Classrooms: A Single-Subject Design Study.Behavioral sciences (Basel, Switzerland) · 2025Article
- Associations Between Audiovisual Integration and Reading Comprehension in Autistic and Non-autistic School-Aged Children.Journal of autism and developmental disorders · 2025Article
- Predicting autism from written narratives using deep neural networks.Scientific reports · 2025Article
- Improving academic performance through a school-based intervention targeting academic executive functions - a pilot study.International journal of developmental disabilities · 2024Article
- Visual noise effect on reading in three developmental disorders: ASD, ADHD, and DD.Autism & developmental language impairmentsArticle
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The purpose of this study is to extend the knowledge about academic achievement in individuals with autism spectrum disorder (ASD). To this end, first, we analyzed differences in a wide range of reading and writing skills in adolescents with ASD without intellectual disability (ASD-WID) and adolescents with typical development (TD). Second, these two groups were compared on academic outcomes in core subjects and indicators of successful transition to secondary school. Third, the potential contribution of literacy skills to academic outcomes was examined in the two groups. Participants were 56 adolescents between 12 and 14 years old, 30 with ASD-WID and 26 with TD. Results showed no significant differences between the two groups on measures of reading fluency or literal and inferential comprehension. However, the performance of the group with ASD was significantly lower on reading comprehension processes that assess cognitive flexibility. Regarding their written expression skills, significant differences were observed between the group with ASD and the group with TD on most of the indicators analyzed as: productivity, lexical diversity, and overall coherence (resolution component). In addition, findings showed that the deficits in reading and writing observed in the adolescents with ASD significantly affected their academic achievement, which was lower than that of their peers with TD and below what would be expected based on their intellectual capacity. Moreover, their families' perceptions of the transition to high school reflected worse adjustment and lower self-esteem, confidence, and motivation.
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