ror.org/03rth4p18
Résumés
Résumé
Ce travail vise à préciser les difficultés en compréhension de lecture d’enfants porteurs de troubles du spectre autistique sans déficience intellectuelle (TSA sans DI). Dix enfants TSA sans DI ont été évalués en identification de mots écrits et en compréhension orale et écrite (littérale, inférentielle de cohésion et basée sur les connaissances) à l’aide d’épreuves informatisées. Une dissociation était attendue entre des capacités préservées en identification de mots écrit et déficitaires en compréhension particulièrement en traitement inférentiel. La grande hétérogénéité des résultats ne permet pas de retrouver cette dissociation. Toutefois, tous les enfants présentaient des difficultés dans au moins un des processus de l’habileté en lecture. Malgré le caractère restreint de l’effectif qui limite la généralisation des résultats, cette étude souligne la nécessité d’évaluer précisément l’habileté en lecture chez les enfants TSA sans DI afin de comprendre leurs difficultés et pouvoir ainsi leur proposer une remédiation adaptée.
Mots-clés :
- compréhension en lecture,
- HFASD,
- évaluation,
- traitement inférentiel
Abstract
The aim of this study is to precise the reading comprehension deficit of high functioning children with autism spectrum disorders (HFASD). Ten children with HFASD have been tested in decoding, listening and silent reading comprehension tasks (literal, text-connecting and knowledge-based inferences) using a computerized assessment. A dissociation was expected with preserved decoding skills and low comprehension processes especially for inferential processing. The large heterogeneity in children with HFASD performances did not permit to find this dissociation, however, they all present difficulties in at least one of the reading processing. Despite the lack of generalizability of results due to the restricted sample, this study emphasizes the need to evaluate precisely reading skills in children with HFASD in order to understand their difficulties and be able to offer them appropriate remediation.
Keywords:
- reading comprehension,
- HFASD,
- evaluation,
- inferential processing
Parties annexes
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