ASD Learners’ Cognitive Processes in PIRLS Reading: A Case Study on Varying English Background and IQ Levels

Abstract

Cognitive processes in reading refer to acquiring knowledge and understanding reading comprehension through thought, experience, and the senses. It may include attention, perception, reasoning, emoting, learning, synthesizing, rearrangement and manipulation of stored information in the passage, memory storage, retrieval, and metacognition (Shield et al., 2016). Baghaei and Ravand (2015) revealed that during the reading cognition process, there are five processes involved in answering reading questions. They are reading for details, making inferences, reading for the main idea, syntax, and vocabulary. According to Siegel and Mazabel (2014), the cognition process in reading involves three key components: phonological, syntactic, and working memory. Consequently, learners with cognitive limitations are likely to face challenges in developing reading comprehension skills (Siegel & Mazabel, 2014). This phenomenon commonly occurs within the context of learners with autism spectrum disorder (ASD) with lower intelligence quotient (IQ) levels. ASD is a developmental disorder characterized by deficits in social interactions and communication (including language) skills, limited imagination and a tendency toward a repetitive pattern of behavior (Johnston et al., 2019). ASD learners’ cognition commonly focuses on details or single words rather than global coherence (Johnston et al., 2019). Additionally, Shield et al. (2016) stated that children with ASD have strengths in syntactic processing and weaknesses in semantic processing. They also mentioned that learners with ASD used their previous experiences in interpreting sentences, relied more on visual imagery to understand sentences, delayed concept formation, and performed more like infants. Arifani et al. (2021) observed that learners with ASD often employ reading strategies that involve extracting key clues from the text or utilizing a word-for-word translation approach. Previous studies concerning learners' cognition processes have been extensively researched regarding English reading comprehension (Arifin et al., 2022; Cheng, 2017). However, none of these studies involved ASD learners as the research subject. Some researchers utilize ASD learners as their study participants, but they are commonly in the context of English-speaking countries (Johnston et al., 2019; Shield et al., 2016). Meanwhile, research that deals with non-native or EFL ASD learners has been sparse. To our understanding, only a study conducted by Arifani et al. (2021) involves ASD learners within the Indonesian EFL context. They explored the cognitive processes of EFL ASD learners while working on the PISA reading test. This study presents a significant methodological flaw by neglecting to consider participants' English background, a critical factor influencing cognitive processes during reading. Numerous researchers have not highlighted the importance of learners' English background yet in shaping the cognitive processes of ASD learners(Arifani et al., 2021; Arifin et al., 2022). Therefore, this study seeks to investigate the cognitive processes of ASD learners with diverse IQ levels and English backgrounds as they respond to the Progress in International Reading Literacy Study (PIRLS) reading test.