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Reading and Phonological Skills in Boys with Fragile X Syndrome / Jessica KLUSEK in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
[article]
Titre : Reading and Phonological Skills in Boys with Fragile X Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Jessica KLUSEK, Auteur ; Anna W. HUNT, Auteur ; Penny L. MIRRETT, Auteur ; Deborah D. HATTON, Auteur ; Stephen R. HOOPER, Auteur ; Jane E. ROBERTS, Auteur ; Donald B. Jr BAILEY, Auteur Article en page(s) : p.1699-1711 Langues : Anglais (eng) Mots-clés : Fragile X syndrome Autism spectrum disorder Literacy Reading Phonological skills Phonological awareness Index. décimale : PER Périodiques Résumé : Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS. En ligne : http://dx.doi.org/10.1007/s10803-014-2328-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1699-1711[article] Reading and Phonological Skills in Boys with Fragile X Syndrome [Texte imprimé et/ou numérique] / Jessica KLUSEK, Auteur ; Anna W. HUNT, Auteur ; Penny L. MIRRETT, Auteur ; Deborah D. HATTON, Auteur ; Stephen R. HOOPER, Auteur ; Jane E. ROBERTS, Auteur ; Donald B. Jr BAILEY, Auteur . - p.1699-1711.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1699-1711
Mots-clés : Fragile X syndrome Autism spectrum disorder Literacy Reading Phonological skills Phonological awareness Index. décimale : PER Périodiques Résumé : Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS. En ligne : http://dx.doi.org/10.1007/s10803-014-2328-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms / Debbie GOOCH in Journal of Child Psychology and Psychiatry, 52-2 (February 2011)
[article]
Titre : Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Debbie GOOCH, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Année de publication : 2011 Article en page(s) : p.195-203 Langues : Anglais (eng) Mots-clés : Dyslexia attention deficit/hyperactivity disorder comorbidity attention time perception executive function phonological skills Index. décimale : PER Périodiques Résumé : Background: Deficits in time perception (the ability to judge the duration of time intervals) have been found in children with both attention-deficit/hyperactivity disorder (ADHD) and dyslexia. This paper investigates time perception, phonological skills and executive functions in children with dyslexia and/or ADHD symptoms (AS).
Method: Children with dyslexia-only (n = 17), AS-only (n = 17), comorbid dyslexia+AS (n = 25), and typically developing controls (n = 42), matched for age and non-verbal ability, were assessed on measures of phonological skills, executive function and time perception (duration discrimination and time reproduction).
Results: Children with dyslexia were impaired on measures of phonological skill and duration discrimination compared to children without dyslexia (though problems on duration discrimination appeared to be attributable to mild symptoms of inattention in this group). In contrast, children with AS exhibited impairments on measures of both time perception and executive function compared to children without AS. Children with dyslexia+AS showed an additive combination of the deficits associated with dyslexia-only and AS-only.
Conclusions: Dyslexia and AS appear to be associated with distinct patterns of cognitive deficit, which are present in combination in children with dyslexia+AS.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02312.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.195-203[article] Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms [Texte imprimé et/ou numérique] / Debbie GOOCH, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - 2011 . - p.195-203.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-2 (February 2011) . - p.195-203
Mots-clés : Dyslexia attention deficit/hyperactivity disorder comorbidity attention time perception executive function phonological skills Index. décimale : PER Périodiques Résumé : Background: Deficits in time perception (the ability to judge the duration of time intervals) have been found in children with both attention-deficit/hyperactivity disorder (ADHD) and dyslexia. This paper investigates time perception, phonological skills and executive functions in children with dyslexia and/or ADHD symptoms (AS).
Method: Children with dyslexia-only (n = 17), AS-only (n = 17), comorbid dyslexia+AS (n = 25), and typically developing controls (n = 42), matched for age and non-verbal ability, were assessed on measures of phonological skills, executive function and time perception (duration discrimination and time reproduction).
Results: Children with dyslexia were impaired on measures of phonological skill and duration discrimination compared to children without dyslexia (though problems on duration discrimination appeared to be attributable to mild symptoms of inattention in this group). In contrast, children with AS exhibited impairments on measures of both time perception and executive function compared to children without AS. Children with dyslexia+AS showed an additive combination of the deficits associated with dyslexia-only and AS-only.
Conclusions: Dyslexia and AS appear to be associated with distinct patterns of cognitive deficit, which are present in combination in children with dyslexia+AS.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02312.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116