An Experimental Study Of Children With Autism Spectrum In Regular Class For Bridging Inference Processing In Discourse Reading

In school education,reading is an important way of knowledge acquisition and ability development,which directly affects the individual's social interaction and academic ability.The reading problem of children with autism spectrum disorders has been the focus of attention for teachers and parents.Compared with the more comprehensive and in-depth empirical study abroad,there are few studies domestic and not yet involved in discourse reading.In this paper,based on the theory model of inference in the current discourse comprehension,we integrated use the off-time and on-time measurement method to explore the ability and processing of the bridging inferences in the discourse reading process of children with autism spectrum disorders.On this basis,we compare the characteristics of working memory capacity of children with autism spectrum disorder and typical development children to further analyze the fundamental cognitive factors that affect their reading comprehension and bridging inferences processing.The results showed that:(1)Children with autism spectrum disorders had better information storage and memory ability,but their reading efficiency and comprehension ability were significantly lower than those of typical development children;(2)The bridging inferences ability of children with autism spectrum disorder is not influenced by the nature of the text,so the theory of mind is not the main disorder that result to their reading comprehension difficult.(3)Children with autism spectrum disorders can build an automatic level of bridging inferences immediately to make discourse local coherent.(4)The bridging inferences model of children with autism spectrum disorder is consistent with the explanation of constructive-integration model.The reading comprehension difficulty is a result of the background knowledge can not be integrated into the structure of current textual representation,which may be caused by their own weak central coherence and executive function dysfunction.(5)Children with autism spectrum disorders have better information storage capacity but their working memory capacity is significantly affected by processing efficiency defects,and the use of the prompt program can significantly improve their working memory.Their working memory processing mechanism conforms to the assumption of resource sharing model.