| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 6847871 | Research in Autism Spectrum Disorders | 2018 | 12 Pages |
Abstract
This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD.
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Authors
Nancy S. McIntyre, Tasha M. Oswald, Emily J. Solari, Matthew C. Zajic, Lindsay E. Lerro, Claire Hughes, Rory T. Devine, Peter C. Mundy,