Younger and older adults read short expository passages across 2 times of measurement for subsequent comprehension or recall. Regression analysis was used to decompose word-by-word reading times into resources allocated to word- and textbase-level processes. Readers were more sensitive to these demands when reading for recall than when reading for comprehension. Patterns of resource allocation showed good test–retest reliabilities and were predictive of memory performance. Within age group, resource allocation parameters were not systematically correlated with other individual-difference measures, suggesting that strategies of on-line resource allocation may be a unique source of individual differences in determining comprehension of and memory for text. Age differences in allocation patterns appeared to reflect general slowing among the older adults. Because older adults showed equivalent memory performance to that of younger readers, the reading time data may represent the on-line resource allocation needed for comparable outcomes among older and younger readers.

Individuals with autism often fail to develop useful speech. If they have not done so by age 5, the prognosis for future development has been thought to be poor. However, some cases of later development of speech have been reported. To quantify and document the nature of later speech development and the factors that might be important for prognosis, we reviewed the extant literature. We searched both manually and electronically, examining all literature with at least an English-language abstract, through March 2008. The search identified a total of 167 individuals with autism who reportedly acquired speech at age 5 or older. Most of the cases of reported late speech development occurred in the younger age groups; no case older than 13 was reported. Behavioral modification was the most frequently reported training program used, although there was a wide range of interventions reported to be associated with late speech development. Given the underreporting of such cases in the literature, and the likelihood that more intensive and more focused training might be more successful, the prognosis for late development of speech in such individuals may now be better than was historically thought to be the case.

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