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Auteur Rosa ZUCCARELLO |
Documents disponibles écrits par cet auteur (2)
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Reading decoding and comprehension in children with autism spectrum disorders: Evidence from a language with regular orthography / Rosa ZUCCARELLO in Research in Autism Spectrum Disorders, 17 (September 2015)
[article]
Titre : Reading decoding and comprehension in children with autism spectrum disorders: Evidence from a language with regular orthography Type de document : Texte imprimé et/ou numérique Auteurs : Rosa ZUCCARELLO, Auteur ; Francesco Domenico DI BLASI, Auteur ; Marinella ZINGALE, Auteur ; Simonetta PANERAI, Auteur ; Maria FINOCCHIARO, Auteur ; Grazia TRUBIA, Auteur ; Serafino BUONO, Auteur ; Pierluigi ZOCCOLOTTI, Auteur Année de publication : 2015 Article en page(s) : p.126-134 Langues : Anglais (eng) Mots-clés : Reading Comprehension Autism spectrum disorders Borderline functioning Index. décimale : PER Périodiques Résumé : Abstract Decoding and comprehension skills in children with autism spectrum disorders (ASD) were analysed in children native speakers of a language (Italian) with a highly regular orthography. Children with ASD were compared to children with matched intellectual functioning: a subgroup of children with ASD and borderline intellectual functioning (BIF) was compared to a subgroup of children with BIF but no signs of ASD; a subgroup of children with ASD and cognitive functioning within normal limits was compared to a group of typically developing children. Children with ASD (whether with or without BIF) showed essentially spared decoding skills in text as well as word and pseudo-word reading; this was at variance with children with BIF who, as a group, showed overall deficient decoding skills, despite considerable individual differences. By contrast, children with ASD (once again, irrespective of the presence of BIF) showed a selective impairment in reading comprehension, just like children with BIF but unlike the typically developing ones. Therefore, results are generally consistent with a profile of hyperlexia for children with ASD learning a regular orthography, as previously reported for other languages. Notably, this pattern was present irrespective of the degree of cognitive impairment, and clearly distinguished these children from those with borderline intellectual functioning but not signs of autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263
in Research in Autism Spectrum Disorders > 17 (September 2015) . - p.126-134[article] Reading decoding and comprehension in children with autism spectrum disorders: Evidence from a language with regular orthography [Texte imprimé et/ou numérique] / Rosa ZUCCARELLO, Auteur ; Francesco Domenico DI BLASI, Auteur ; Marinella ZINGALE, Auteur ; Simonetta PANERAI, Auteur ; Maria FINOCCHIARO, Auteur ; Grazia TRUBIA, Auteur ; Serafino BUONO, Auteur ; Pierluigi ZOCCOLOTTI, Auteur . - 2015 . - p.126-134.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 17 (September 2015) . - p.126-134
Mots-clés : Reading Comprehension Autism spectrum disorders Borderline functioning Index. décimale : PER Périodiques Résumé : Abstract Decoding and comprehension skills in children with autism spectrum disorders (ASD) were analysed in children native speakers of a language (Italian) with a highly regular orthography. Children with ASD were compared to children with matched intellectual functioning: a subgroup of children with ASD and borderline intellectual functioning (BIF) was compared to a subgroup of children with BIF but no signs of ASD; a subgroup of children with ASD and cognitive functioning within normal limits was compared to a group of typically developing children. Children with ASD (whether with or without BIF) showed essentially spared decoding skills in text as well as word and pseudo-word reading; this was at variance with children with BIF who, as a group, showed overall deficient decoding skills, despite considerable individual differences. By contrast, children with ASD (once again, irrespective of the presence of BIF) showed a selective impairment in reading comprehension, just like children with BIF but unlike the typically developing ones. Therefore, results are generally consistent with a profile of hyperlexia for children with ASD learning a regular orthography, as previously reported for other languages. Notably, this pattern was present irrespective of the degree of cognitive impairment, and clearly distinguished these children from those with borderline intellectual functioning but not signs of autism. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.06.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=263 Special Education Versus Inclusive Education: The Role of the TEACCH Program / Simonetta PANERAI in Journal of Autism and Developmental Disorders, 39-6 (June 2009)
[article]
Titre : Special Education Versus Inclusive Education: The Role of the TEACCH Program Type de document : Texte imprimé et/ou numérique Auteurs : Simonetta PANERAI, Auteur ; Marinella ZINGALE, Auteur ; Grazia TRUBIA, Auteur ; Maria FINOCCHIARO, Auteur ; Rosa ZUCCARELLO, Auteur ; Raffaele FERRI, Auteur ; Maurizio ELIA, Auteur Année de publication : 2009 Article en page(s) : p.874-882 Langues : Anglais (eng) Mots-clés : Autistic-disorder Parent-training Individualized-educational-program Inclusion Index. décimale : PER Périodiques Résumé : Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value. En ligne : http://dx.doi.org/10.1007/s10803-009-0696-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758
in Journal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.874-882[article] Special Education Versus Inclusive Education: The Role of the TEACCH Program [Texte imprimé et/ou numérique] / Simonetta PANERAI, Auteur ; Marinella ZINGALE, Auteur ; Grazia TRUBIA, Auteur ; Maria FINOCCHIARO, Auteur ; Rosa ZUCCARELLO, Auteur ; Raffaele FERRI, Auteur ; Maurizio ELIA, Auteur . - 2009 . - p.874-882.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 39-6 (June 2009) . - p.874-882
Mots-clés : Autistic-disorder Parent-training Individualized-educational-program Inclusion Index. décimale : PER Périodiques Résumé : Our study aimed at comparing, over a period of 3 years, the effectiveness of three different educational approaches addressed to children with autism and severe mental retardation. The first one was a treatment and education of autistic and related communication handicapped children (TEACCH) program implemented in a residential center; the second was a TEACCH program implemented at home and at mainstream schools, after a specific parent psychoeducational training; the third approach referred to inclusive education in mainstream schools, in which a nonspecific approach was implemented. Each subject was assessed twice, using the Psycho-Educational Profile-Revised (PEP-R) and Vineland Adaptive Behavior Scale (VABS)-survey form. Effectiveness of TEACCH appeared to be confirmed, showing positive outcomes in the natural setting, and revealing its inclusive value. En ligne : http://dx.doi.org/10.1007/s10803-009-0696-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=758