Study and Comparison Reading Problems in children with High-Functioning Autism with Normal Matched Peers

Abstract

Background and Aim: Considering the importance of reading in academic skills in school and society, a major part of researches is dedicated to understanding the nature of reading disability. Methods: In this cross-sectional study, 15 children with high-functioning autism were compared with 15 normal peers in exceptional boys' schools in the city. Tehran to be compared. The evaluation test for Farsi reading was used for evaluation. Independent t-test was used to analyze the data. Results: The results showed that children with high-functioning autism have more pronunciation and omission errors compared to their normal counterparts (P<0.05). Total error and total reading time were also higher in children with autism (P<0.05). Conclusion: In general, the results of the research showed that considering the reading problems in high-functioning autistic children and the design of reading skills in educational assignments, these issues require attention and therapeutic interventions for these children