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Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children / Lin LEI in Journal of Child Psychology and Psychiatry, 52-2 (February 2011)
[article]
Titre : Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children Type de document : Texte imprimé et/ou numérique Auteurs : Lin LEI, Auteur ; Jinger PAN, Auteur ; Hongyun LIU, Auteur ; Catherine MCBRIDE-CHANG, Auteur ; Hong LI, Auteur ; Yuping ZHANG, Auteur ; Lang CHEN, Auteur ; Twila TARDIF, Auteur ; Weilan LIANG, Auteur ; Zhixiang ZHANG, Auteur ; Hua SHU, Auteur Année de publication : 2011 Article en page(s) : p.212-220 Langues : Anglais (eng) Mots-clés : Morphological awareness grammar vocabulary knowledge phonological awareness rapid automatized naming (RAN) Index. décimale : PER Périodiques Résumé : Background: Early prediction of reading disabilities in Chinese is important for early remediation efforts. In this 6-year longitudinal study, we investigated the early cognitive predictors of reading skill in a statistically representative sample of Chinese children from Beijing.
Method: Two hundred sixty-one (261) native Chinese children were administered seven language-related skills over three years between the ages of 3 and 6 years. Performances on these skills were then examined in relation to subsequent word reading accuracy and fluency. Individual differences in developmental profiles across tasks were then estimated using growth mixture modeling.
Results: Four developmental trajectories were classified – the typical (control), catch-up (with low initial cognitive performances but adequate subsequent reading), literacy-related-cognitive-delay (with difficulties in morphological awareness, phonological awareness, and speeded naming and subsequent word recognition), and language-delay (relatively low across all tasks) groups.
Conclusion: Findings suggest that the combination of phonological awareness, rapid naming and morphological awareness are essential in the early prediction of later reading difficulties in Chinese children.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02311.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116
in Journal of Child Psychology and Psychiatry > 52-2 (February 2011) . - p.212-220[article] Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children [Texte imprimé et/ou numérique] / Lin LEI, Auteur ; Jinger PAN, Auteur ; Hongyun LIU, Auteur ; Catherine MCBRIDE-CHANG, Auteur ; Hong LI, Auteur ; Yuping ZHANG, Auteur ; Lang CHEN, Auteur ; Twila TARDIF, Auteur ; Weilan LIANG, Auteur ; Zhixiang ZHANG, Auteur ; Hua SHU, Auteur . - 2011 . - p.212-220.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-2 (February 2011) . - p.212-220
Mots-clés : Morphological awareness grammar vocabulary knowledge phonological awareness rapid automatized naming (RAN) Index. décimale : PER Périodiques Résumé : Background: Early prediction of reading disabilities in Chinese is important for early remediation efforts. In this 6-year longitudinal study, we investigated the early cognitive predictors of reading skill in a statistically representative sample of Chinese children from Beijing.
Method: Two hundred sixty-one (261) native Chinese children were administered seven language-related skills over three years between the ages of 3 and 6 years. Performances on these skills were then examined in relation to subsequent word reading accuracy and fluency. Individual differences in developmental profiles across tasks were then estimated using growth mixture modeling.
Results: Four developmental trajectories were classified – the typical (control), catch-up (with low initial cognitive performances but adequate subsequent reading), literacy-related-cognitive-delay (with difficulties in morphological awareness, phonological awareness, and speeded naming and subsequent word recognition), and language-delay (relatively low across all tasks) groups.
Conclusion: Findings suggest that the combination of phonological awareness, rapid naming and morphological awareness are essential in the early prediction of later reading difficulties in Chinese children.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02311.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116 Early predictors of dyslexia in Chinese children: familial history of dyslexia, language delay, and cognitive profiles / Catherine MCBRIDE-CHANG in Journal of Child Psychology and Psychiatry, 52-2 (February 2011)
[article]
Titre : Early predictors of dyslexia in Chinese children: familial history of dyslexia, language delay, and cognitive profiles Type de document : Texte imprimé et/ou numérique Auteurs : Catherine MCBRIDE-CHANG, Auteur ; Fanny LAM, Auteur ; Catherine LAM, Auteur ; Becky CHAN, Auteur ; Cathy Y.-C. FONG, Auteur ; Terry T.Y. WONG, Auteur ; Simpson W.L. WONG, Auteur Année de publication : 2011 Article en page(s) : p.204-211 Langues : Anglais (eng) Mots-clés : Language impairment genetic risk morphological awareness rapid automatized naming Index. décimale : PER Périodiques Résumé : Background: This work tested the rates at which Chinese children with either language delay or familial history of dyslexia at age 5 manifested dyslexia at age 7, identified which cognitive skills at age 5 best distinguished children with and without dyslexia at age 7, and examined how these early abilities predicted subsequent literacy skills.
Method: Forty-seven at-risk children (21 who were initially language delayed and 26 with familial risk) and 47 control children matched on age, IQ, and mothers’ education were tested on syllable awareness, tone detection, rapid automatized naming, visual skill, morphological awareness, and word reading at age 5 and subsequently tested for dyslexia on a standard Hong Kong measure at age 7.
Results: Of those with an early language delay, 62% subsequently manifested dyslexia; for those with familial risk, the rate of dyslexia was 50%. Those with dyslexia were best distinguished from those without dyslexia by the age-5 measures of morphological awareness, rapid automatized naming, and word reading itself; other measures did not distinguish the groups. In a combined regression analysis across all participants, morphological awareness uniquely explained word reading accuracy and rapid automatized naming uniquely explained timed word reading at age 7, with all other measures statistically controlled. Separate stepwise regression analyses by group indicated that visual skill uniquely explained subsequent literacy skills in the at-risk group only, whereas tone and syllable awareness were unique predictors of literacy skills in the control group only.
Conclusions: Both early language delay and familial risk strongly overlap with subsequent dyslexia in Chinese children. Overall, rapid automatized naming and morphological awareness are relatively strong correlates of developmental dyslexia in Chinese; visual skill and phonological awareness may also be uniquely associated with subsequent literacy development in at-risk and typically developing children, respectively.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02299.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116
in Journal of Child Psychology and Psychiatry > 52-2 (February 2011) . - p.204-211[article] Early predictors of dyslexia in Chinese children: familial history of dyslexia, language delay, and cognitive profiles [Texte imprimé et/ou numérique] / Catherine MCBRIDE-CHANG, Auteur ; Fanny LAM, Auteur ; Catherine LAM, Auteur ; Becky CHAN, Auteur ; Cathy Y.-C. FONG, Auteur ; Terry T.Y. WONG, Auteur ; Simpson W.L. WONG, Auteur . - 2011 . - p.204-211.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-2 (February 2011) . - p.204-211
Mots-clés : Language impairment genetic risk morphological awareness rapid automatized naming Index. décimale : PER Périodiques Résumé : Background: This work tested the rates at which Chinese children with either language delay or familial history of dyslexia at age 5 manifested dyslexia at age 7, identified which cognitive skills at age 5 best distinguished children with and without dyslexia at age 7, and examined how these early abilities predicted subsequent literacy skills.
Method: Forty-seven at-risk children (21 who were initially language delayed and 26 with familial risk) and 47 control children matched on age, IQ, and mothers’ education were tested on syllable awareness, tone detection, rapid automatized naming, visual skill, morphological awareness, and word reading at age 5 and subsequently tested for dyslexia on a standard Hong Kong measure at age 7.
Results: Of those with an early language delay, 62% subsequently manifested dyslexia; for those with familial risk, the rate of dyslexia was 50%. Those with dyslexia were best distinguished from those without dyslexia by the age-5 measures of morphological awareness, rapid automatized naming, and word reading itself; other measures did not distinguish the groups. In a combined regression analysis across all participants, morphological awareness uniquely explained word reading accuracy and rapid automatized naming uniquely explained timed word reading at age 7, with all other measures statistically controlled. Separate stepwise regression analyses by group indicated that visual skill uniquely explained subsequent literacy skills in the at-risk group only, whereas tone and syllable awareness were unique predictors of literacy skills in the control group only.
Conclusions: Both early language delay and familial risk strongly overlap with subsequent dyslexia in Chinese children. Overall, rapid automatized naming and morphological awareness are relatively strong correlates of developmental dyslexia in Chinese; visual skill and phonological awareness may also be uniquely associated with subsequent literacy development in at-risk and typically developing children, respectively.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02299.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116 Heterogeneity and imbalance of reading profiles in Autism Spectrum Disorders / Juan LIU in Research in Autism Spectrum Disorders, 100 (February 2023)
[article]
Titre : Heterogeneity and imbalance of reading profiles in Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Juan LIU, Auteur ; Ying WANG, Auteur ; Li YI, Auteur Article en page(s) : 102088 Langues : Anglais (eng) Mots-clés : Hyperlexia Word decoding Listening comprehension Morphological awareness Orthographic awareness Index. décimale : PER Périodiques Résumé : This study aimed to identify distinct reading profiles in 4 “11-year-old Chinese autistic and neurotypical (NT) children and to examine the unique characteristics of each group. Forty-five autistic children and 45 NT comparisons matched on nonverbal IQ and age were assessed in a comprehensive reading battery including word reading, listening comprehension, and reading-related language skills. Using latent profile analysis, four reading profiles of autistic children emerged: readers with good decoding and listening comprehension skills (GDGL, 33.3Â %), good decoders with poor listening comprehension skills (GDPL, 35.7Â %), readers with average decoding and listening comprehension skills (ADAL, 20Â %), and readers with poor decoding and listening comprehension skills (PDPL, 20Â %). Furthermore, the results indicated an imbalanced pattern of reading profiles with over 50Â % of autistic children performing well in certain reading abilities but poorly in other skills. The findings highlight the urgent need for designing individualized reading supports for autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491
in Research in Autism Spectrum Disorders > 100 (February 2023) . - 102088[article] Heterogeneity and imbalance of reading profiles in Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Juan LIU, Auteur ; Ying WANG, Auteur ; Li YI, Auteur . - 102088.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 100 (February 2023) . - 102088
Mots-clés : Hyperlexia Word decoding Listening comprehension Morphological awareness Orthographic awareness Index. décimale : PER Périodiques Résumé : This study aimed to identify distinct reading profiles in 4 “11-year-old Chinese autistic and neurotypical (NT) children and to examine the unique characteristics of each group. Forty-five autistic children and 45 NT comparisons matched on nonverbal IQ and age were assessed in a comprehensive reading battery including word reading, listening comprehension, and reading-related language skills. Using latent profile analysis, four reading profiles of autistic children emerged: readers with good decoding and listening comprehension skills (GDGL, 33.3Â %), good decoders with poor listening comprehension skills (GDPL, 35.7Â %), readers with average decoding and listening comprehension skills (ADAL, 20Â %), and readers with poor decoding and listening comprehension skills (PDPL, 20Â %). Furthermore, the results indicated an imbalanced pattern of reading profiles with over 50Â % of autistic children performing well in certain reading abilities but poorly in other skills. The findings highlight the urgent need for designing individualized reading supports for autistic children. En ligne : https://doi.org/10.1016/j.rasd.2022.102088 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491