The Role of Theory of Mind, Executive Functions, and Central Coherence in Reading Comprehension for Children with ASD and Typical Development
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10803-024-06272-y.pdf
Reference55 articles.
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3. Åsberg Johnels, J., Carlsson, E., Norbury, C., Gillberg, C., & Miniscalco, C. (2019). Current profiles and early predictors of reading skills in school-age children with autism spectrum disorders: A longitudinal, retrospective population study. Autism, 23(6), 1449–1459. https://doi.org/10.1177/1362361318811153.
4. Atkinson, L., Slade, L., Powell, D., & Levy, J. P. (2017). Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects. Journal of Experimental Child Psychology, 164, 225–238. https://doi.org/10.1016/j.jecp.2017.04.007.
5. Bailey, B., & Arciuli, J. (2022). Literacy instruction for autistic children who speak languages other than English. Autism, 26(2), 389–405. https://doi.org/10.1177/13623613211025422.
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