Reading Comprehension in Students with Autism Spectrum Disorder: The Role of Metacognitive Skills, Motivation, and Use of Strategies

Abstract

The purpose of the present exploratory study is to relate reading comprehension (ASD), metacomprehension skills, motivation for reading, and use of strategies among a group of students with autism spectrum disorder and their typically developing peers. More specifically, the aim was to determine which aspects can best explain performance in reading comprehension. Eighty-two students who were in the eighth grade to the fourth year of high school participated. They completed a standardized reading comprehension test, answered metacognitive measurement instruments, metacognitive monitoring, a questionnaire on motivation for reading, and a protocol for thinking aloud. According to the results, we conclude that metacognitive skills, motivation, and use of strategies significantly predicted performance in reading comprehension in students with ASD, and that there were some interesting differences between this group of students and their typical peers.