Reading Comprehension Challenges in Autism Spectrum Disorder: Linguistic Factors and Figurative Language Proficiency.

Background and Aims: Children with autism spectrum disorder (ASD) without intellectual disability often face challenges in understanding written text. However, considerable variability in this area underscores the need to examine their reading profiles and the factors influencing the development of reading comprehension (RC). This study investigates the RC of upper elementary school children with ASD compared to typically developing (TD) peers and explores the role of broader linguistic abilities in RC, with a specific focus on pragmatic competence (e.g., figurative language comprehension). Nonlinguistic factors such as age and nonverbal cognitive capacity are also considered. A secondary aim is to assess the potential heterogeneity in RC and linguistic abilities within the ASD sample. Methods: In total, 35 children with ASD and 35 TD controls (mean age = 10.7 years, SD = 0.97) were matched for age, gender, and nonverbal cognitive ability using Raven's Colored Progressive Matrices. Both groups completed assessments of RC, structural language skills (receptive vocabulary and morphosyntax), and figurative language competence. To evaluate variability, the ASD group was divided into two subgroups based on RC performance. Results: Participants with ASD scored significantly lower than their TD peers in RC, morphosyntactic skills, and figurative language comprehension, but no significant differences were observed in receptive vocabulary. For children with ASD, chronological age, nonverbal cognitive ability, and receptive vocabulary accounted for significant variance in RC. In contrast, RC in TD children was predicted by morphosyntactic ability and figurative competence. Furthermore, the substantial heterogeneity within the ASD group was evident, highlighting their variability across the range of examined variables. Conclusions and Implications: The findings indicate that children with ASD as a group experience notable difficulties in text comprehension and language processing at the morphosyntactic and pragmatic levels, despite achieving receptive vocabulary and nonverbal cognitive scores comparable to those of their TD peers. The two groups appear to employ distinct strategies for deriving meaning from text. The pronounced variability in RC and linguistic abilities among ASD participants underscores the complexity of their reading and language profiles, highlighting the importance of tailored educational assessments and interventions, which are further discussed.