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Phonological Processing

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Introduction
Reading is a complex cognitive process of understanding speech when it is printed out or written down (Goswami, 2008). Reading is considered one of the most important skills that children require to successfully access the school curriculum as well as it is the foundation for future progress and success in virtually all other facets of life. Children who achieve reading in early age, they are better prepared to be successful in life than children with a history of reading deficits (Alberto et al., 2007). Although the importance of reading, not all children develop adequate reading, with children diagnosed with an autism spectrum disorder (ASD) being one group identified at risk of reading difficulty. According to Autism Canada, …show more content…
Theory of Mind (ToM)
ToM task are arranged in ascending difficulty and represent a variety in terms of content and complexity ranging from the ability to identify facial expressions to the ability to infer second-order false beliefs. ToM task was used in this study to assess the cognitive skills of children with HF-ASD.
Procedure. Parents will be asked to complete questionnaires in order to obtain some general information about their child’s level of language skill, when their child learned to talk and when their child was been diagnosed (see Appendix). The tasks will be administered on two separate days. Testing will be conducted across 2, 1-hour sessions, for a total of 2 hours. The administration of the actual tasks will not take this long, but frequent play breaks will be given to maintain attention. Additionally, Children will be tested individually at a comfortable and suitable environment in order to obtain better results. Each participant will be compensated with a small gift after each session, and a participation certificate will be given at the end of the study application.
Preliminary …show more content…
Therefore, preliminary results are reported as a case study of one child. the child who underwent to this study is a boy with 9 years old. He demonstrated very good performance for each of the following tasks: reading comprehension with familiar story, receptive vocabulary, oral language comprehension which related to sequential story picture task, and some subtest of ToM task such as emotional recognition. Also, good performance was appeared on oral language comprehension which related to story retell task, and some subtest of ToM such as standard false belief task. However, he showed low performance in each of phonological awareness, reading comprehension with unfamiliar story, and with some subtest of ToM such as line of sight

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