From word reading to multisentence comprehension: Improvements in brain activity in children with autism after reading intervention

Children with Autism Spectrum Disorder (ASD) show a unique reading profile characterized by decoding abilities equivalent to verbal abilities, but with lower comprehension skills. The purpose of this study was to assess brain changes associated with an intense reading intervention program in children with ASD using three reading tasks: word, sentence, and multisentence processing, each with differential demands of reading comprehension. Our results provide evidence for differential recruitment of brain regions based on task demands, and support the potential of targeted interventions to alter brain activation in response to positive gains in treatment. Children with ASD have a different reading profile from other reading disorders that needs to be specifically targeted in interventions.