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Predictors of Reading Comprehension in Autistic Primary School Students: Evaluating the Direct and Indirect Effects Model of Reading

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Title: Predictors of Reading Comprehension in Autistic Primary School Students: Evaluating the Direct and Indirect Effects Model of Reading
Language: English
Authors: Kate O'Leary (ORCID 0000-0001-5556-7918), Jessica Paynter (ORCID 0000-0003-0130-0606), Marleen F. Westerveld (ORCID 0000-0002-5194-2335)
Source: Journal of Research in Special Educational Needs. 2026 26(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Reading Comprehension, Predictor Variables, Autism Spectrum Disorders, Elementary School Students, Foreign Countries, Intelligence Quotient, Reading Fluency, Listening Comprehension
Geographic Terms: Australia
DOI: 10.1111/1471-3802.70094
ISSN: 1471-3802
Abstract: Reading for meaning is essential for academic success, yet many autistic students experience difficulties comprehending written texts. Existing models of reading comprehension are largely based on non-autistic populations, with limited research examining their applicability to autistic learners. This study investigated whether the Direct and Indirect Effects Model of Reading (DIER) applies to autistic primary school students by examining associations between DIER component skills and reading comprehension, and by identifying predictors of comprehension outcomes. Sixty-nine autistic students in Australian primary schools completed assessments of domain-general cognition, word reading, listening comprehension (including foundational oral language and higher-order cognitive skills), text reading fluency, and reading comprehension. Reading comprehension was significantly associated with multiple DIER components. Non-verbal IQ, text reading fluency, and listening comprehension (including story comprehension, grammar, and perspective taking) together accounted for 60.1% of the variance in reading comprehension, with grammar emerging as a significant individual predictor. These findings suggest that the DIER may be applicable to autistic students, although the relative contribution of component skills may differ from patterns observed in non-autistic populations. This study extends the DIER to a more diverse group of learners and provides insight into sources of reading comprehension difficulty to inform targeted support for autistic students.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504133
Database: ERIC
FullText Text:
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  Data: Predictors of Reading Comprehension in Autistic Primary School Students: Evaluating the Direct and Indirect Effects Model of Reading
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  Data: <searchLink fieldCode="AR" term="%22Kate+O'Leary%22">Kate O'Leary</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5556-7918">0000-0001-5556-7918</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jessica+Paynter%22">Jessica Paynter</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0130-0606">0000-0003-0130-0606</externalLink>)<br /><searchLink fieldCode="AR" term="%22Marleen+F%2E+Westerveld%22">Marleen F. Westerveld</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5194-2335">0000-0002-5194-2335</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Special+Educational+Needs%22"><i>Journal of Research in Special Educational Needs</i></searchLink>. 2026 26(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 16
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Intelligence+Quotient%22">Intelligence Quotient</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink><br /><searchLink fieldCode="DE" term="%22Listening+Comprehension%22">Listening Comprehension</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1111/1471-3802.70094
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  Data: 1471-3802
– Name: Abstract
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  Data: Reading for meaning is essential for academic success, yet many autistic students experience difficulties comprehending written texts. Existing models of reading comprehension are largely based on non-autistic populations, with limited research examining their applicability to autistic learners. This study investigated whether the Direct and Indirect Effects Model of Reading (DIER) applies to autistic primary school students by examining associations between DIER component skills and reading comprehension, and by identifying predictors of comprehension outcomes. Sixty-nine autistic students in Australian primary schools completed assessments of domain-general cognition, word reading, listening comprehension (including foundational oral language and higher-order cognitive skills), text reading fluency, and reading comprehension. Reading comprehension was significantly associated with multiple DIER components. Non-verbal IQ, text reading fluency, and listening comprehension (including story comprehension, grammar, and perspective taking) together accounted for 60.1% of the variance in reading comprehension, with grammar emerging as a significant individual predictor. These findings suggest that the DIER may be applicable to autistic students, although the relative contribution of component skills may differ from patterns observed in non-autistic populations. This study extends the DIER to a more diverse group of learners and provides insight into sources of reading comprehension difficulty to inform targeted support for autistic students.
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  Data: 2026
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        Value: 10.1111/1471-3802.70094
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Autism Spectrum Disorders
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Intelligence Quotient
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      – SubjectFull: Reading Fluency
        Type: general
      – SubjectFull: Listening Comprehension
        Type: general
      – SubjectFull: Australia
        Type: general
    Titles:
      – TitleFull: Predictors of Reading Comprehension in Autistic Primary School Students: Evaluating the Direct and Indirect Effects Model of Reading
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              Type: published
              Y: 2026
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