Background: Reading comprehension difficulties have been widely reported in children with
autism spectrum disorder (ASD). This study compared two comprehension strategies (main-idea
extractor - MIE and visual-graphic organizer - VGO) for reading expository texts in school-age
children with ASD versus those with typical development (TD). The research addressed the
following: 1) Group differences (ASD/TD) for baseline expository text reading comprehension
(without a strategy); 2) Improvement of reading comprehension using a given strategy, compared
to baseline; 3) Within-group differences regarding the relative efficacy of the two strategies; and
4) Group differences (ASD/TD) regarding question type (open/closed).

Method: Two groups of 28 third-grade children were matched on verbal receptive language and
the mother’s level of education. The baseline reading comprehension test was administered first.
Participants then underwent a short teaching procedure on how to use the assigned strategy
(MIE/VGO) and were asked to utilize it when completing the second expository text.

Results: Without strategy use, children with ASD demonstrated significantly greater difficulty in
comprehending implicit information. After strategy use, the VGO strategy significantly surpassed
the MIE strategy in facilitating both groups’ improvements in implicit knowledge, ability to
answer closed questions, and general reading comprehension scores. When examining each group
separately only the ASD group demonstrated significant improvements using VGO strategy (near significance for implicit knowledge).

Conclusions: Strategy use is crucial for children with ASD to advance and enhance reading
comprehension. As found, VGO can facilitate expository text comprehension, yet students often
need more exposure to relevant expository text strategies. Educational and theoretical implications
are discussed.

Research in Autism Spectrum Disorders, https://doi.org/10.1016/j.rasd.2023.102169