Analysis of Reading Skills in individuals with Asperger Syndrome Focus on Autism and other Developmental Disabilities

Spring 2002 v 17 i1 p44 (4) Brenda Smith Myles; Tracey D. Hilgenfeld; Gena P. Barnhill; Deborah E. Griswold; Taku Hagiwara; Richard L. Simpson.

The purpose of this study was to examine the reading performance of 16 individuals with Asperger Syndrome. The students were administered the Classroom Reading Inventory (Silvaroli, 1993), and the results were analysed to determine if individuals with Asperger Syndrome present similar reading deficits, as posited by researchers and practitioners in special education. Findings of the study discussed, to better understand how the reading characteristics of a student with Asperger Syndrome affect classroom performance.

Children and youth with Asperger Syndrome exhibited reading levels commensurate with the grade levels on three out of five CRI measures. Specifically, their Instructional, Frustration, and Listening Capacity did not differ significantly from their grade levels. Silent Reading and Independent Reading levels, however, were found to be below grade level. When asked to read silently, students performance was below grade level. This is important in that typical classroom-based silent reading tasks would be difficult for these students. The fact that reading ability improved when reading occurred out loud leads to speculation as to what accounts for this difference.