Specific Characteristics of Reading Strategies in Children with Developmental Dyslexia and Children with Autism Spectrum Disorder

Current models of fluent reading, such as the Dual Route Cascaded Model, the Triangle Model, and the Connectionist Dual Process Model, emphasize two primary reading strategies: a direct lexical route for familiar words and a sublexical route for decoding novel or low-frequency words. Developmental dyslexia (DD) and autism spectrum disorder (ASD) often exhibit distinct reading profiles: DD is associated with phonological decoding deficits despite preserved comprehension, while ASD presents with relatively intact decoding but challenges in comprehension. This study examined reading errors in children with DD and ASD to develop a better understanding of their reading difficulties and improve targeted interventions. Word reading was used to assess the lexical route, while pseudoword reading provided insight into the sublexical route, making these tasks essential for examining reading strategies in both groups. The sample included 86 children aged 8 to 16 years — 27 with DD, 28 with ASD, 31 typically developing — who read words and pseudowords of varying lengths. Reading errors were analyzed at word, syllable, cluster/letter levels. At the word level, DD participants displayed more errors, including omissions, repetitions, and lexical substitutions, indicating phonological processing difficulties and a tendency to rely on semantic cues. ASD participants showed fewer errors and more stable performance, with lexical reading dominating but minimal semantic substitutions. At the syllable level, both DD and ASD groups exhibited more errors than TD peers, particularly with pseudowords, indicating challenges in processing unfamiliar stimuli. However, DD participants had higher syllable transposition rates and greater variability, while ASD participants demonstrated more stable syllabic processing. At the cluster/letter level, DD participants showed more altered cluster structures and frequent visual substitutions, especially in pseudowords, underscoring phonological and visual processing deficits. The findings highlight significant similarities in the predominant use of the lexical reading route by both groups, but with distinct characteristics. Participants with DD exhibited pronounced phonological deficits and reliance on semantic guessing, while participants with ASD demonstrated greater stability and adaptation to linguistic demands with less dependence on the semantic component. These results provide important insights for creating individualized reading interventions that address each group`s specific cognitive and linguistic needs.